Every Student Succeeds Act and Social Emotional Learning: Opportunities and Considerations for P-12 Arts Educators

Autor/in	Richerme, Lauren Kapalka
Titel	Every Student Succeeds Act and Social Emotional Learning: Opportunities and Considerations for P-12 Arts Educators
Quelle	In: Arts Education Policy Review, 122 (2021) 3, S.151-157 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2020.1787284
Schlagwörter	Preschool Education; Elementary Secondary Education; Social Emotional Learning; Federal Legislation; Educational Legislation; Art Education; Federal Aid; Educational Finance; Financial Support + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Bundesrecht; Bildungsrecht; Schulgesetz; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungsfonds; Finanzielle Förderung
Abstract	Relationships between the 2015 Every Student Succeeds Act (ESSA), arts education, and Social Emotional Learning (SEL) have gone largely unexplored. The purpose of this article is to investigate how P-12 arts educators might use ESSA in support of new and existing SEL efforts and to examine how SEL might assist P-12 arts educators in meeting the aims of ESSA. States can include surveys of SEL as part of their school-wide success indicators, and school leaders can advocate for SEL as a possible means of improving the absenteeism and suspension rates that ESSA mandates they report. School leaders may also use the funds provided by the specific sections (titles) of ESSA to support SEL initiatives. These include funds designated for assisting academically struggling students (Title I), providing training and professional development for teachers (Title II), and fostering safe and health students (Title IV). In addition to advocating that these funds support SEL initiatives, arts educators might inform administrators and other stakeholders about how their work supports SEL and consider incorporating more content-specific SEL activities into their classrooms. Yet, arts educators might consider possible unintended consequences, including that ESSA funding for broad SEL initiatives might come at the expense of money for arts education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01