Conditions for Learning: Promoting
Social, Emotional and Academic Growth
in N and D Programs
Thursday, August 23rd, 2007
David Osher, NDTAC
Outline

Why do conditions for learning matter?
 What affects learning?
 What does the research say?
 Where to intervene to help youth?
 What you can do?
 Using data and indicators to promote change.
Why do Conditions for Learning Matter?
Why Should N & D Coordinators be Concerned
with Conditions for Learning?

Key to addressing the educational needs of children
and youth who are neglected, delinquent, or at-risk
of involvement in the juvenile justice system

Key to ensuring that these students have the same
opportunities to achieve as students in regular
community schools

Necessary for successful transitions
Key to Resolving the Contradiction
that Many of You Face
Resolving the Dilemma:
Addressing the Reciprocity Between Learning &
Behavior
Improved Learning
Improved:
Social & Emotional
Capacity, Behavior,
Mental Wellness
Bottom Line

Emotions and social emotional capacities affect learning and
teaching

Relationships and social and emotional capacity provide a
foundation for learning and transition planning

Contexts affect emotions and relationships

Learning is social process that depends upon the ability of the
student to attend and the teacher to personalize

There are measurable conditions for learning that affect the ability of
students to attend and teachers to personalize

These conditions for learning are particularly important for students
in N&D programs
Low Achieving Students & Students Who Are at
Risk
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Particular susceptibility to:
Low Teacher Support
Negative Peer Relationships
Chaotic & Reactive Environments
Poor Instructional and Behavioral Practices
Bottom Line

Achieving better N&D outcomes requires a three-tiered
approach that provides students and teachers with the
support necessary to improve:
– The conditions for teaching and learning
– The capacity of teaches to teach and of students to
learn
Better Transition & Long Term Outcomes :
Individual and Social Assets Provide Support
What Affects Learning Outcomes?
Capacity For Learning
SEL Conditions
For Learning
Capacity For Teaching
Conditions
For Teaching
Capacity Examples

Can students and faculty regulate their own
emotions and behavior and manage stress?
 Do students have the ability to persevere though
academic and social challenges?
 Can teachers establish respectful relationships with
students?
 Can teachers differentiate instruction to build upon
student strengths and accommodate student needs?
 Do teachers have strong classroom management
skills?
challenge
The Zone of Proximal Development for Learning &
Development
ZPD
support
Nakkula, M. J., & Toshalis, E. (2006). Understanding
youth: Adolescent development for educators.
Cambridge: Harvard Education Press.
One-Year Achievement
Gains In Grade
Equivalents
Student Social Support*: Relationship to Average Gains
in Reading and Math Achievement in Chicago:
6th and 8th Graders
Lee, Smith, Perry, &
Smylie. (1999)
School Research, Social
Support
Academic Press, &
Student Achievement
*Personal
Relations
Student Has
Individuals
Who Can
Help Them
Do Well in
School
Level of Student Social Support
One-Year Achievement Gains
in Grade Equivalents
Biggest Math Gains in Schools that Combine High Levels
of Student Social Support and School Academic Press*
*Extent that school
members
experience strong
emphasis on
academic
standards and
success
Lee, et al. (1999)
School Research, Social
Support
Academic Press, &
Student Achievement
One-Year Achievement Gains
in Grade Equivalents
Biggest Reading Gains in Schools that Combine High
Levels of Student Social Support and School Academic
Press
Lee, et al. (1999)
School Research, Social Support
Academic Press, & Student Achievement
New Findings: Alaska State-wide School-Climate
Research

Positive change in school climate and connectedness
related to significant gains in student scores on
statewide achievement tests.

Reading and Writing
– The greater the increase in student ratings of caring
adults at school and overall connectedness to their
school, the greater the improvement in reading and
writing scores

Math
– The greater the increase in student ratings of caring
adults at school, positive peer climate at school, and
overall connectedness to their school, the greater the
improvement in math scores
Social and Emotional Conditions for Learning
Students are supported
Students are socially capable
Meaningful connection to adults
Strong bonds to school
Emotionally intelligent and culturally
competent
Positive peer relationships
Effective and available support
Responsible and persistent
Cooperative team players
Contribute to school and community
Students are safe
Students are challenged
Physically safe
Emotionally and socially safe
High expectations
Strong personal motivation
Treated fairly and equitably
Avoid risky behaviors
School is safe and orderly
School is connected to life goals
Rigorous academic opportunities
Efficacy and Social Networks
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Do the students believe that they can succeed?
Do students believe that academic success is a
worthwhile pursuit?
Do students believe that academic success will be
valued by the people who matter to them?
Support

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Do students feel connected to teachers?
Do Students feel that there teachers care about
them?
Do students feel respected & supported by
teachers?
Social and Emotional Conditions for Teaching
Teachers are supported
Teachers are socially capable
Meaningful connection to each other
Emotionally intelligent and culturally
competent
Relational Trust
Ongoing professional development
& support
Responsible and persistent
Cooperative team players
Teachers are safe
Teachers are challenged
Physically safe
Emotionally and socially safe
High expectations
Strong personal motivation
Treated fairly and equitably
Their work is connected to life goals
Focused academic professional
development
School is safe and orderly
Address Fundamental Needs of Children, Youth, &
Adults
Connection/Attachment
Trust
Care
Respect & Being Valued
Social
&
Emotional Skills &
Development
Positive
Behavioral
Approaches & Supports
Engagement
Motivation
Competence
Learning Support
The Promise
The Power of the Peer Group
Implications of Freedom Writers--Why Did Ms. Gruwell
& Her Students Succeed, and How is it Relevant to N&D?
What does the research say?
Research Headlines



Wang et al. (1997) examined 28 categories of
influences on learning based on 179 handbook
chapters, 91 research syntheses, and surveys of 61
national experts
Among top 11 most influential categories, 8 involved
SEL (e.g., student-teacher social interactions,
classroom climate, peer group)
Conclusion: “direct intervention in the psychological
determinants of learning promise the most effective
avenues of reform” (p. 210)
NAEP Headlines: Positive School Climate and
Academic Achievement
At all three grade levels (4, 8, and 12), students in
schools reporting an above-average climate on any
one of the three measures had higher mean NAEP
mathematics scale scores than students in schools
reporting average or below-average school climate on
the same measure (Greenberg, Skidmore, Rhodes, &
Nesbitt, 2001).
Some Other Research Headlines


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Feeling secure with teachers and engagement
related to positive coping and using teachers to
address school problems (Ryan et al. 1994)
Lack of teacher nurturance was the most consistent
negative predictor of academic performance and
social behavior (Wentzel, 2002)
Teachers who had high-quality relationships with
their students had 31% fewer discipline problems,
rule violations, and related problems over a year’s
time than did teachers who lacked high-quality
relationships with their students (Waters, Marzano,
& McNulty, 2003)
NELS Headlines


Adolescent perceptions of connections with
teachers predicted academic growth in Mathematics
(Gregory & Weinstein, 2004)
Students were more likely to perform well on tests
when they believe that their teachers care about
them (Muller, 2001; Ryan & Patrick, 2001)
Importance of teaching appropriate behaviors and
social problem-solving skills
Self-Awareness (e.g., identifying and recognizing own
emotions, recognizing strengths)
Social Awareness (e.g., empathy, respect for others)
Responsible Decision Making (e.g., evaluation and
reflection, personal responsibility)
Self-Management (e.g., impulse control, stress
management)
Relationship Skills (e.g., working cooperatively, help
seeking and providing)
Benefits to teaching and supporting SEL
Growing evidence-based support for improved:
• Attitudes (motivation, commitment)
• Behavior (participation, study habits)
• Performance (grades, subject mastery)
Based on Consortium on the School-Based Promotion of Social Competence,
1994; Elias, 2003; Elias et al., 1997; Fredericks, 2003; U.S. Department of Health
and Human Services, 2002; Wilson, Gottfredson, & Najaka, 2001; and Zins, Elias, &
Greenberg, 2003; Zins, Weissberg, Wang, & Walberg, 2004.
SEL & Attitudes

Higher sense of self-efficacy

Better sense of community (bonding) and view of
school as caring

More positive attitudes toward school and learning

Higher academic motivation and educational
aspirations

Greater trust and respect for teachers

Improved coping with school stressors

Increased understanding of consequences of
behavior
Where to Intervene
Work at Three Levels:
Provide Individualized
Intensive Supports
Provide coordinated, intensive,
sustained, culturally
appropriate, child and family
focused services and supports.
Intervene Early &
Provide Focused Youth
Development Activities
Implement strategies and
provide supports that
address risk factors and
build protective factors
for students at risk for
severe academic or
behavioral difficulties.
Build a Schoolwide Foundation
Universal prevention and youth development
approaches, caring school climate, positive and
proactive approach to discipline, personalized
instruction, cultural competence, and strong family
involvement.
Think Pyramid, Not Triangle
Con
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All Students
Relational Discipline
Mentoring
COMP
PBIS
Character Education
Service Learning
Mastery Learning
Cooperative Learning
Culturally Competent Curricular
Students Who Are at Particular Risk
Check & Connect
ALAS
Emotional Support
& Encouragement
Think Time
Positive Adolescent Choice
Training (PACT)
Functional Assessment
Curriculum Based Assessment
Tutoring
Scaffold Skill Development
& Feedback
Students With Intensive Needs
Intensive Mentoring
Cognitive Behavioral
Approaches & Therapies
Medication Management
MST
Wraparound
Turnaround For Children
Systems of Care
Assistive Technology
Intensive Tutoring
Reference 5
ALAS: Achievement for Latino’s through Academic
Success
Recognition
Ceremonies & Outings
Connections
Support for Parent
Engagement
Problem Solving Skills
Parent Training
Access to Community
Services
Intensive Attendance
Monitoring
Daily Parent Contact
Frequent Teacher
Feedback
What can you do?
Principals can:

Use a school social climate assessment tool
 Promote high academic standards and expectations
 Develop school-wide community service projects
 Strengthen parent-teacher relationships
 Ensure that every student in the school has an adult
assigned to know and “watch out” for that student
 Ensure that teachers receive ongoing professional
development and support regarding how to improve
conditions for learning
Blum,2007; Osher, 2007
Classroom teachers can:

Develop high expectations for their students
 Establish high academic expectations
 Provide consistent and proactive classroom
management
 Encourage cooperative learning.
 Use behavioral and cognitive behavioral educational
techniques.
 Rely on peer-assisted teaching
Blum,2007; Osher, 2007
Classroom teachers can:

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Create participatory classrooms
Develop identified roles that contribute to the
learning enterprise for all students
Share positive reports of student behavior and
achievement with parents
Develop routines and rituals for the class
Model SEL Skills
Blum,2007; Osher, 2007
What Youth Say Teachers Can Do



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Care
Demonstrate Respect
Make a serious effort to know every student well so
they feel supported and motivated to learn
Create opportunities for students really learn about
classmates’ cultures to help reduce negative peer
interactions.
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Improving Teacher Performance
Conditions
+
Capacities
Connections, belonging,

caring, and respect
Emotional and physical
safety
Motivation and engagement 
Professional development

Consultations and
coaching
Support for teaming and
collaborating with families 
Organizational efficacy
Relational trust

Instructional leadership
Culturally competent
environment
Manageable class size

Accept
responsibility for
student learning
and outcomes
Mastery of the
subject matter
Accommodate
individual student
needs
Can control and
regulate own
emotions
Collaborate with
colleagues and
families
Continuously
improve their own
practice
Osher & Osher, 2007
Behaviors

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
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Deliver a rigorous and
developmentally
appropriate curriculum
Deploy classroom
resources to best
support individual
student learning
Create a collaborative
classroom learning
community
Provide constructive
feedback to students
Personalize learning
and differentiate
instruction
Create an orderly,
respectful, and
inclusive learning
environment
Using Data & Indicators To Promote Change
Drop out rate
Not OK
Trend
Turning the Curve
Friedman, 2007
A Model for Improved Outcomes
Effective
• Instruction
•Behavioral
Support &
Opportunities
To Learn
Safe, Caring,
Supportive
Participatory
Engaging
Learning
Environments
More Learning
Improved Behavior
Enhanced Academic
Skills
Sense of Self as
Learner
Teach SEL
Competencies
•Self-awareness
•Social awareness
•Self-management
•Relationship skills
•Responsible
decision making
Greater
Attachment,
Engagement, &
Commitment
to Learning
Less Risky
Behavior, More
Assets, &
Positive
Development
•Better
Academic
Performance
•Improved
Transitions
Resources: Materials

Safeguarding Our Children: An Action Guide,
Revised and Expanded (Sopris West)

Teaching and Working with Children with
Emotional and Behavioral Challenges (Sopris
West)

Addressing Student Problem Behavior (Parts 1, 2,
3) (CECP)

“Schools Make a Difference,” in Racial Inequity
in Special Education, The Civil Rights Project at
Harvard University and the Harvard Education
Press
Resources

Learning First Alliance. (2001). Every Child Learning:
Safe & Supportive Schools. Washington: DC: Author

Collaborative for Academic, Social, and Emotional
Learning. (2003). Safe and sound: An educational
leader’s guide to evidence-based social and
emotional learning programs. Chicago: Author.

Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg,
H.J. (Eds.). (2004).Building academic success on
social and emotional learning: What does the
research say? New York: Teachers College Press.