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June 6, 2018
On Tuesday, June 12 at 2:00 pm ET, Education Week is hosting a webinar: How Can Districts Make the Most of Title IV Funding Under ESSA? This webinar will discuss funding possibilities within the Student Support and Academic Enrichment grants, better known as Title IV of the Every Student Succeeds Act. The program recently received a large funding increase from just $400 million during the 2017-18 school year, to $1.1 billion for the 2018-19 school year. The program is a flexible block grant and we recommend that states and districts seek to use the funds to support SEL initiatives at the local and school levels. For more information and to register for the webinar, click here

Also, the Aspen Institute's National Commission on Social, Emotional, & Academic Development held a Partners Collaborative meeting on May 21 in Washington, D.C. If you were unable to attend or are interested in reviewing the material covered, please see their webpage, which has a complete slide deck from the meeting and links to all the resources mentioned during panel presentations. 
Source: transformingeducation.org
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Recently Published Articles & Research


MINDSETS, ESSENTIAL SKILLS, & HABITS (MESH) HIGHLIGHTS

The Future of Education Depends on Social Emotional Learning: Here’s Why
EdSurge – Giancarlo Brotto, June 4, 2018

Why Rich Kids Are So Good at the Marshmallow Test
The Atlantic – Jessica McCrory Calarco, June 1, 2018


MESH IN PRACTICE

With 38 Students per Class, Teachers Undergo Social-Emotional Development for Themselves
EdSurge – Jenny Abamu, June 4, 2018
 
Local Schools Using Mindfulness, Meditation and Yoga to Ease Student Stress
Burlington County Times – Danielle DeSisto, June 3, 2018
 
Simple Relationship-Building Strategies
Edutopia – Sean Cassel, June 1, 2018
 
4 Reasons Teaching Coding Improves SEL Instruction
eSchool News – Stephan Turnipseed, June 1, 2018
 
Four Lessons from the Tacoma Whole Child Initiative
Education Week – Carla Santorno, May 29, 2018


MESH IN EDUCATION POLICY

Join Us in Support of How Our Children Learn
Education Week – Diana Prichard, June 4, 2018
 
Trump Administration Considering ESSA Spending Guidance, Advocates Say
Education Week – Alyson Klein, June 4, 2018
 
Finding the Money for SEL
eSchool News – Stacey Pusey, May 31, 2018


MESH IN RESEARCH & MEASUREMENT 

No, Educators and Policymakers Shouldn’t Just ‘Do What the Research Shows’
Education Week – Rick Hess, June 4, 2018
 
You Have More Control over Your Self-Control than You Think
Psychology Today – Nick Hobson, June 1, 2018
 
Are American Kids Happy in School? New Data Tells a Surprising Story.
The Washington Post – Valerie Strauss & Sarah Lubienski, May 29, 2018
 
Passing the Marshmallow Test May Be More about Smarts than Self-Control, Study Says
Education Week – Sarah D. Sparks, May 29, 2018
 
The Association between Mindfulness and Grit: An East vs. West Cross-Cultural Comparison
Mindfulness – Buaphrao Raphiphatthana, Paul E. Jose, and Phatthanakit Chobthamkit, May 28, 2018
Abstract: Mindfulness, namely present-oriented attention that is non-judgmental in nature, and grit, namely perseverance and passion for long-term goals, are psychological constructs that have recently received considerable attention within the West. Given the theoretical importance and heretofore lack of research into how these two constructs relate to each other, the present study aimed to examine how mindfulness and grit relate to each other within Western and non-Western cultures. New Zealand (N = 343) and Thai (N = 233) university students completed a battery of questionnaires that assessed the variables of interest. Although both samples showed a positive association between grit and mindfulness at the construct level, results at the facet level showed several notable differences. Specifically, acting with awareness and non-judging were found to predict grit for NZ students more strongly than for Thai students. These findings suggest that mindfulness evidenced more robust relationships with grit in an individualistic culture than in a collectivist society.
 
Social and Emotional Competencies in Adolescents Involved in Different Bullying and Cyberbullying Roles
Revista de Psicodidáctica – Izabela Zych, María Beltrán-Catalán, Rosario Ortega-Ruiz, and Vicente J. Llorent, May 26, 2018
Abstract: Bullying and cyberbullying are extremely damaging violent behaviors present in schools. A promising research line focuses on social and emotional competencies in relation to bullying and cyberbullying. The aim of this study was to describe social and emotional competencies in Spanish adolescents in relation to age and gender and to find out if the level of social and emotional competencies was related to different bullying and cyberbullying roles. This study was conducted with a representative sample of 2139 adolescents enrolled in 22 schools. Social and emotional competencies differed by gender and age. Bullying and cyberbullying perpetrators and bully-victims scored low in social and emotional competencies. There was no significant difference between victims and uninvolved students. Controlling for age and gender, low social awareness and prosocial behavior were independently related to bullying perpetration and being a bully-victim. Low responsible decision making was related to being a bully-victim and being a cyberbully-cybervictim. These findings suggest that social and emotional competencies can protect adolescents against bullying and cyberbullying but future studies are needed to establish possible causal relationships between these competencies, bullying and cyberbullying.

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Transforming Education supports educators and education systems in equipping students with the Mindsets, Essential Skills, and Habits (MESH) they need to succeed in college, career, and life. 

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