Sustainability of social-emotional learning and related programs : lessons from a field study

Abstract

Social-emotional learning, character education, and related programs are being implemented in schools with increasing frequency and research supports their short-term effectiveness. However, there has been no empirical work to date that identifies the factors important for the long-term sustainability of programs established as excellent models of implementation. Using a series of case studies of evidence-based socialemotional learning programs implemented successfully for at least five years, this study articulates principles that characterize programs that were found to be well-sustained over time. These principles have implications for practice and serve as starting points for future research.