Social and Emotional Learning (SEL) Skills and Their Relationship to Campus Discipline Outcomes in Aldine ISD

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dc.contributor.authorHorne, Autumnen_US
dc.contributor.authorVarghese, Lebenaen_US
dc.contributor.authorCashiola, Elizabethen_US
dc.date.accessioned2024-11-06T20:27:17Zen_US
dc.date.available2024-11-06T20:27:17Zen_US
dc.date.issued2024en_US
dc.description.abstractPast research has shown that efforts to improve social and emotional learning (SEL) can improve campus culture and disciplinary practices. The Kinder Institute for Urban Research’s Houston Education Research Consortium partnered with Aldine ISD, an urban school district serving predominantly economically disadvantaged and minority students, to better understand how self-reported teacher and student SEL skills were associated with campus disciplinary practices.en_US
dc.identifier.citationHorne, A., Varghese, L., & Cashiola, E. (2024). Social and Emotional Learning (SEL) Skills and Their Relationship to Campus Discipline Outcomes in Aldine ISD. Rice University Kinder Institute for Urban Research. https://doi.org/10.25611/FDE5-2M36en_US
dc.identifier.doihttps://doi.org/10.25611/FDE5-2M36en_US
dc.identifier.urihttps://hdl.handle.net/1911/118013en_US
dc.language.isoengen_US
dc.publisherRice University Kinder Institute for Urban Researchen_US
dc.rightsCopyright ©2024 by Rice University Kinder Institute for Urban Research. All rights reserved.en_US
dc.titleSocial and Emotional Learning (SEL) Skills and Their Relationship to Campus Discipline Outcomes in Aldine ISDen_US
dc.typeReporten_US
dc.type.dcmiTexten_US
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