Detailed Table of Contents Preface.................................................................................................................................................xiv Acknowledgment..............................................................................................................................xxiii Chapter 1 MindfulSocialEmotionalAcademicDevelopmentandEmotionalResilience..................................... 1 Deborah Oliver, National University & Mindful SEAD, USA Molly Dahl, Mindful SEAD, USA ThischapterwillprovideanoverviewofthehistoryandthebasicsofSEL/SEAD,SEADincurrent time,mindfulnessasthefoundationofSELandSEAD,andemotionalresilienceasthekeytosuccessful SEADimplementationandapplicationinallareasofeducation,fromthelegislativeofficestothePK ,learningspace.ThehopeistoincreasetheunderstandingthatSEADisnotapassingfad,notatrend .not“onemorething”thatteacherswillfeeloverwhelmedby,andnotsomethingtobefearedordreaded Chapter 2 CulturallyResponsiveSocial,Emotional,andAcademicDevelopment(SEAD):ThreeCase StudiesImplementingSEAD................................................................................................................ 20 Tara Madden-Dent, Sierra Nevada University, USA Iesha Jackson, University of Nevada, Las Vegas, USA Jo Ann L. Cason, Do More Living Now, LLC, USA ,Culturallyresponsivesocial-emotionalcompetenciescontinuebeingessentialskillsforcollege,career andlifesuccess,especiallytoday,astheworldseeksglobalcitizenspreparedtorespectfullynavigate relationshipsandinteractionsbetweenpeoplefromdifferentnationsandethnicities.Theseskillsare ,morethanvaluableassetsthatamoderneconomyisdependenton,butskillsthatstudents,educators employees,andsocietyneedinorderforhealthyandsustainableco-existence.Inacademia,educators areincreasinglyexpectedtobridgediverseculturalgapsandfostermoreequitable,respectful,andsafe learningenvironments,butevidence-basedimplementationmethodsarelimited.Tocontributetothe bodyofliterature,thischapterpresentsthreecasestudiesandhoweachoftheirapproachescanincrease essentialSELskillsatthehighschool,undergraduate,andgraduatelevelsinadditiontothein-service educatorlevel.Thechapterconcludeswithadiscussionaroundthemesthatemergedfromthethreecase .studies,implicationsforpractice,andrecommendations    Chapter 3 EffectiveSocialEmotionalLearningImplementation:SEADStartsWithYou.................................. 42 Ashley Wolfe Reilly, Independent Researcher, USA AgrowinginterestandbodyofresearchineducationintheUnitedStateshascenteredaroundtheidea ,that students learn best when they have foundational social emotional learning skills. These skills rangingfrominterpersonalskillstoself-reflectionandawarenessskillstoself-managementskills,allow studentsandadultstoengagewithoneanotherinproductive,pro-socialwaysthatcanpositivelyimpact aclassroomcommunityandaschool’scultureatlarge.Thischapterseekstoconsiderthewaysthatadult socialemotionallearningimpactsthesuccessofgreater,school-wideimplementation.Specifically,the chapterexplorestheimpactthatapurposeful,measured(sixmonthstoyear-long)adultsocialemotional learningrollouthasinsuccessfulschool-wideadoptionofacomprehensivesocialemotionallearning program. Chapter 4 HigherEducationLeadingWithSocial,Emotional,andAcademicDevelopment:UniversityCase StudyonExplicitSEADCoursework................................................................................................... 56 Tara Madden-Dent, Sierra Nevada University, USA Deborah Oliver, National University & Mindful SEAD, USA Brooke Stratton, Sierra Nevada University, USA Eleanor A. Strand, Sierra Nevada University, USA Kimberly Reed, Sierra Nevada University, USA Institutionsofhigherlearningserveasglobalcatalystsforequitableeducationalsystemsasdriversof educatorworkforcethatleadwithsocial,emotional,andacademicdevelopment(SEAD)practices.Colleges anduniversitiesarewell-positionedtoinstructonexplicitsocialemotionallearning(SEL)notonlywithin -pre-serviceprogramsofstudy,buthavetheuniqueopportunitytoprovidecontinuouseducationforin serviceeducators.Thislarge-scalecapacitytoinfluencethosewhoshapestudentexperiencesismore importanttodaythaneverbeforeasschoolsseeksafer,moreinclusivecampusesanddigitallearning environmentswithculturallyresponsiveandrespectfulcommunicationandinteractions.TheneedforSEL .skillsacrossworkforcesectorsconflictswiththelackofSELeducationinhighereducationalprograms Tocontributetothebodyofliteraturearoundpost-secondarySELeducation,thischapterintroducesnew .graduate-levelSEADcoursesandhowtheyinfluencedpre-serviceandin-serviceteachercandidates Chapter 5 ImplementingSEADStatewide:AThree-YearCaseStudyofSEADSupportforEducators............. 78 Silvana Carolina (Diaz) Gorton, Nevada Department of Education, USA Marie J. DuFresne, Nevada Department of Education, USA Schoolleadersplayasignificantroleinshapingeducation,andtheirleadershippracticesarekeyin conveyingprofessionallearningprioritiesfordistrictsandschools.Concurrently,thebenefitsofadult socialemotionallearning(SEL)oncreatingconditionsforeducatoreffectiveness,wellbeing,andsuccess havebeendemonstratedintheliterature.ThischapterchroniclesinitiativesundertakenbytheNevada DepartmentofEducation(NDE)toestablishasystemic,sustainable,multi-tieredprofessionaldevelopment structureandinfrastructureaimedtofosteradultSELacrosstheteachingandlearningcontinuum,and ultimatelytopositivelychangestudentoutcomes.Fourinitiativesaredescribed,includingtheinnovative  approachofbringingtogethermultipleprojectstoprovideavirtualcomprehensivesupportsystemin .responsetoincreasededucatorneed Chapter 6 TheSocialandEmotionalIssuesofTeacher’sProfessionalIdentityDevelopment........................... 101 Michelle A. Arroyo, University of Nevada, Las Vegas, USA Teacherprofessionalidentityisanimportantfactorinunderstandingprofessionallivesandcareerdecision making.Teacherprofessionalidentitymayaffectmotivation,effectiveness,andmostimportantly,social andemotionalwell-being.Teacheridentitylacksclaritywithregardstoadefinition.Thiscouldcontribute tothereasonthatithasnotbeenstudiedasakeyelementforteachersocialandemotionalwellness duringprofessionalidentitydevelopment.Theprocessofhowteachersviewthemselvesasteachersand howtheirdevelopingprofessionalidentityisshapedbytheirpersonalidentitydevelopmentandsocial .identityconnectionshasimplicationsontheircareers Chapter 7 ElevatingSocialandEmotionalLearningThroughouttheDay:TenTeachingPracticesThat PromoteSEADinCulturallyResponsiveWays................................................................................. 119 Nick Yoder, National University, USA Pat Conner, Collaborative for Academic, Social, and Emotional Learning, USA Tyrone Martinez-Black, CASEL, USA Richie Ressel, Inspire Teaching and Learning, USA Theimportant roleofsocialand emotional learning (SEL) to promote the holistic developmentof students,improveacademicinstruction,andpreparestudentsfortheworldofworkandciviclifehasbeen well-established.AlthoughwideconsensushasemergedabouttheimportanceofSEL,understanding theprimaryroleSELplayswithinacademiclearningandhowtomorefullyembedSELthroughout theschooldaystillappearstobeelusive.CompoundedbyeffortstouseSELasaleverforequityand excellence,educatorsneedpracticaltoolsandguidanceaboutapproachesthathelpthemattunetothe social,emotional,andacademicneedsoftheirstudents.Inthischapter,theauthorsreview10teaching practicesthatpromotesocial,emotional,andacademicdevelopmentandwaysinwhicheachofthese .practicescanbeimplementedinclassroomsinaculturallyresponsiveway Chapter 8 SocialEmotionalLearningasaLeverforHighSchoolStudentMentalHealthandAcademic Success:AReflectiveAnalysis........................................................................................................... 148 Kimberly Reed, Sierra Nevada University, USA Tara Madden-Dent, Sierra Nevada University, USA ThefollowingcasestudydemonstrateshowonehighschoolSocialStudiesteacherembeddedsocial emotionallearning(SEL)intocontentandclassroommanagementpracticesforeightyearsatalarge (urbanschoolintheAmericanSouthwest.Thecollecteddata(e.g.,teacherreflections,studentreflections provideavarietyofviewpointsaroundhowSELinfluencedtheteacherandstudentexperience.Through collectiveanalysis,thisstudy’squalitativedatacontributestonewunderstandingoftheimportance ,ofsocial,emotional,andacademicdevelopmentpracticesinhighschoolsforstudentsandteachers .especiallyaroundsupportingclassroomsafety,mentalhealth,andwellness  Chapter 9 UnderstandingtheWhyofBehaviorThroughRegulation................................................................. 166 Kristin Martinsen Robison,