Research & Reports
American Values– Online version of Hardwired to Connect Report
Cortland – Smart and Good High Schools Report (Thomas Lickona)
Heart Math-Stress reduction curricula
Social and Emotional Learning Meta-analysis
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (n.d.). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child development, 82(1), 405-32. doi:10.1111/j.1467-8624.2010.01564.x
A meta-analyses of 213 positive youth development, SEL, character education, and prevention interventions.
The Prosocial Classroom
Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491-525. doi:10.3102/0034654308325693
Implementing Social-Emotional and Academic Innovations in Public Schools
Elias, M., & Zins, J. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology
Hardwired to Connect
Kline, K. K. (2008). Authoritative communities: the scientific case for nurturing the whole child (p. 386). Springer. Retrieved from http://books.google.com/books?hl=en&lr=&id=n0kzmMBiEUAC&pgis=1
The Scientific Case for Nurturing the Whole Child introduces innovative solutions based firmly in the children’s mental health and resilience literature and in the hypothesis that humans are "hardwired to connect."
Smart and Good High Schools
Lickona, T., & Davidson, M. (2005). Smart and good high schools: Developing excellence and ethics for success in school, work and beyond. Cortland, NY: Center for the 4th and 5th Rs.
Heart Math Research
The Institute of HeartMath Research Center is a recognized global leader in emotional physiology, optimal function, resilience and stress-management research.
