Academic achievement

, 101

Academic readiness skills

, 168–169

Academic skills and potential mediators

, 67

Academic success

, 160, 230

Acculturating youth, SEL for

, 151

Acculturative stress

, 149

Achievement, identity and

, 101–103

Achievement goal theory

, 5–6, 27–28

Acknowledgment

, 130–131

Adolescents, SDT application with

, 62

Adult decision-making

, 128–129

Advance educational equity

, 9, 230

After-school

, 214

Agency, self-efficacy and

, 169–170

Agentic engagement

, 71–72

Aguantar/resiliencia

, 14, 147

American Psychological Association (APA)

, 165

Anti-Black racism

, 100–101

Autonomous motivation

, 48–49, 52

Autonomy

, 49–51

autonomy-supportive practices

, 54–55

support for SEC

, 54

Autonomy-Supportive Intervention Program (ASIP)

, 72–73

Basic psychological needs (BPN)

, 63–64

satisfaction

, 66–69

universality of BPN across cultures

, 68–69

Before-school

, 214

Behavioral skills

, 23–24

Bidirectional partnership

guiding principles in action

, 200–206

recommendations for future directions for RPPs

, 208–209

research and practice-based learnings

, 207–208

research-practice partnership

, 199–200

Black, Indigenous, and people of color (BIPOC)

, 9–10

Black students

, 103, 128

Capstone paper

, 165

Care system, cultivating

, 84

Children, SDT application with

, 62

Civic engagement

, 116

through SEL instruction

, 180

Classroom

, 80

Climate science curriculum

, 24–25

Climate-culture (CC)

, 199

Codify promising practices

, 205

Cognitive restructuring skills

, 150

Collaborative for Academic, Social, and Emotional Learning (CASEL)

, 3–4, 25, 80, 114, 146, 160, 180, 214

competencies

, 44–45

Collaborative inquiry projects and processes

, 234–237

analysis, synthesis, and application

, 237

artifacts from workgroup-led stakeholder engagement activities

, 235–237

landscape scan conducted by education Northwest

, 234–235

Collectivism

, 147

Collie’s model

, 49

Color-evasive ideology

, 100–101

Color-evasiveness

, 101

Communal learning experiences

, 103

Community collaboration

, 231

Community participation

, 116

Community-based research assistants (CRAs)

, 189

mutual support through

, 189–190

Communitywide vision for SEL

, 239

Compassion-based approaches

, 84–85

Compassionate leadership

, 85–86

Competence

, 49–51

beliefs

, 5–6

competence-supportive practices

, 53–54

support for SEC

, 54

Complementarity of partners

, 186–187

Complex socioemotional–cognitive processes

, 82

Coping with Acculturative Stress in American Schools (CASAS)

, 155–156

Coronavirus pandemic

, 2

Cost

, 29

cost-reducing interventions

, 30–31

cost-related interventions

, 30–31

cost-related motivation

, 29

COVID-19

crisis

, 86

pandemic

, 115–116, 161, 199–200

Critical consciousness

, 164

Cultivating Awareness and Resilience in Education program (CARE program)

, 81

Cultural adaptation process (CAP)

, 153

Cultural adaptations

, 153

Cultural awareness and knowledge

, 165–168

Cultural competence

, 101, 160

Cultural Orientations Indicator® (COI)

, 163–164

Culturally relevant curriculum to support motivation and SEL

, 32–35

Culturally relevant pedagogy (CRP)

, 100–101

developmental appropriateness

, 104

equity and excellence

, 103

identity and achievement

, 101–103

incorporating CRP into teacher training on SEL

, 106–108

and SEL

, 101–105

student–teacher relationships

, 105

teaching whole child

, 104–105

Culturally responsive education

, 160

Culturally responsive SEL strategies

culturally adapted SEL for

, 154–156

for LYOI

, 152

Culturally responsive social emotional education

academic and professional readiness skills

, 168–169

cultural awareness and knowledge

, 165, 168, 170–171

cultural competence and SEL

, 160–161

data sources

, 163–165

international education

, 161–163

methods

, 163–165

participants

, 163

results

, 165–170

SEL skill sets

, 171–172

self-efficacy and agency

, 169–170

Culture, grounding in

, 9–10

Data Deep Dives voice

, 200–202, 207–208

Data sharing

, 191

ongoing data sharing promoted active collaboration

, 191–192

Debunking intervention myths

, 31–32

Decision-making

implicit bias role in

, 129–130

process in school contexts

, 140

Delphi process

, 221

Developmental appropriateness

, 104

Discipline decision

, 129–130

Disproportionality

, 132

identify group with highest

, 133

Dual-process models

, 129

Ecological systems theory

, 232–233

Ecological theory

, 7

Ecological-systems RPP approach

, 16

Ecology validity model (EVM)

, 153

Educational

equity

, 167

researchers

, 44

Educators

, 128

Effective classroom practices

, 128–129

Effective SEL

, 239

Elevate student voice

, 201

Emancipatory pedagogy

, 103

Emotional development

, 2

Emotional intelligence

, 4, 23–24

models

, 7

Emotionally competent behaviors

, 45–47

Empathy

, 105

English Language Development (ELD)

, 145

Equitable decision points (EDPs)

, 134

Equitable environments

, 12

Equitable SEL

aligning educator practice and conditions for learning in support of

, 225

connecting research and practice through partnership

, 216–217

elevating context and recognizing readiness

, 224–225

implications and future directions for research, practice, and policy

, 224–227

learning from and with each other and sharing

, 226–227

lessons learned from SEL-focused RPP

, 217–224

measurement considerations

, 225–226

out-of-school time and SEL

, 214–216

Equity

, 103, 160, 198

considerations

, 54–55

equity-driven classrooms

, 103

equity-driven climate teachers

, 103

grounding in

, 9–10

lens intrinsic to RPPs

, 183–184

through motivation interventions

, 29–31

and SEL

, 13–15

Equity-focused RPP

, 184–187

complementarity of partners

, 186–187

mutually beneficial goals

, 185–186

shared interest sparks conversation

, 184–185

Evidence-based practices

, 128–129

Evolutionary motivational systems theory

, 85, 89

Excellence

, 103

Exclusionary discipline practices

, 139

Expectancy-related interventions

, 30

Expectancy-value-costs researchers

, 6–7

Expectancy–value theory

, 24–25

Expectancy–value–cost framework

, 24–25

of motivation

, 28–29

External regulation

, 63

Extrinsic motivation

, 63

Facilitated conversations

, 235

Familismo

, 14, 147

Feedback sessions

, 235, 237

Fixed mindsets

, 48

Foundations for Young Adult Success

, 4

Fundamental classes of mental operations

, 7

Goal orientation

, 5–6

Goal valence

, 5–6

Goal-setting theory

, 27–28

Graduate Record Examinations (GRE)

, 30–31

Grounding in culture and equity

, 9–10

Growth mindsets

, 48

Higher Achievement

, 222

Hispanic/Latino students

, 144–145

Human social behavior

, 83

Identified regulation

, 63

Identity

and achievement

, 101–103

development

, 180

identity-related threats

, 29

Immigrants, culturally adapted SEL for

, 154–156

Implicit bias

identify group with highest disproportionality

, 133

role in decision-making

, 129–130

SEL theory and practice to address

, 131–133

teacher stress, leadership style, and

, 88

Inequity

, 116

Instructional practices

, 53–55

Integrated regulation

, 63

Intentional strategies to foster partnership

, 183

Interest theory

, 29

International education

, 161–163

Interpersonal abilities

, 23–24

Interpersonal inequities

, 2

Intersectionality

, 101–102

framework

, 108

Interventionists

, 153

Interventions based on SDT

, 66

Intrapersonal abilities

, 23–24

Intrinsic motivation

, 63

Intrinsic–extrinsic motivation theories

, 29

Introjected regulation

, 63

Jovenes Fuertes program

, 154–156

Justice-focused SEL instruction

, 114–116

Justice-oriented SEL instruction

, 116–117

K-12 policy and practice

, 230

Kindergarten

, 106–107

Knowledge

, 4

Language of participants

, 153

Latino English Language Learners (ELLs). See Latino youth of immigration (LYOI)

Latino Youth and Family Empowerment (LYFE)

, 154

Latino Youth of Immigration (LYOI)

, 14, 144–146, 151

culturally adapted SEL for immigrants

, 154–156

culturally responsive SEL strategies for

, 152

Latino youth in US schools

, 144–146

protective factors

, 147–148

SEL for acculturating youth

, 151

trauma-focused SEL for

, 146

unique sociocultural and emotional needs and risk factors of

, 148–151

unique sociocultural factors to addressed for

, 146

validated models/frameworks for developing cultural adaptations

, 151–153

Leadership styles

, 13, 85–86

teacher stress, leadership style, and implicit bias

, 88

teacher stress, leadership style, and student adversity

, 87–88

teacher stress impact on

, 86–88

Learning

, 205–206

process

, 214

Logic models

, 217

Long-term partnerships

, 182

MAXQDA data analysis software

, 118–119

Metaphors

, 153

Mindfulness-based approaches

, 84–85

Mindsets

, 4

Motivation

, 3, 24

adopting practical measure of motivation in STEM classrooms

, 32–33

autonomous motivation

, 48–49

connections between SEL and motivation

, 25–28

constructs and theories

, 24

constructs promote students engagement

, 49

culturally relevant curriculum to support motivation and SEL

, 32–35

debunking intervention myths

, 31–32

future directions

, 55–56

growth mindsets

, 48

increasing value through cultural and regional relevance

, 33–35

linkage between CASEL social and emotional competencies and classic theories and constructs of motivation

, 26–27

promoting SEL and equity through motivation interventions

, 29–31

salient motivation constructs and theory

, 47–49

science

, 5–6

SDT and

, 62–63

and SEL

, 12–13

SEL through lens of expectancy–value–cost framework of motivation

, 28–29

social goals

, 47–48

theory and research

, 25–32

Motivation theories

, 2, 5, 7, 44

intersection between SEL and

, 7–9

research–practice partnerships, connecting SEL and

, 10–11

Motivational systems from evolutionary perspective

, 82–85

Motives

, 83–84

Multidimensionality of motivation

, 5–6

Multiple instructional strategies

, 4–5

Mutual support through community-based research assistants

, 189–190

Mutualism

, 198

commitment to

, 182–183

National Character Initiative

, 223

National Commission on Social, Emotional, and Academic Development

, 198

NatureBridge

, 221

Need-supportive practices

, 66–69

teachers and parents need-supportive behaviors

, 72

Neutralizing routines

, 136–137

advance research of decision-making process in school contexts

, 140

approach to increase racial equity in school discipline

, 130–131

boost social and emotional competencies to interrupt coercive interactions

, 139

design

, 137

identify vulnerable decision points

, 133–136

implicit bias role in decision-making

, 129–130

leverage inclusion of or changes to social and emotional standards

, 139

recommendation

, 139–140

SEL theory and practice to address implicit bias

, 131–133

teach and practice neutralizing routine with educators

, 137

teach and practice stuck points and neutralizing routine with students

, 137–138

NewSchools Venture Fund

, 198–199

Non–classroom-based learning opportunities

, 214

Noncognitive skills

, 4, 23–24

Observational learning

, 80

Office discipline referral (ODR)

, 131

Office of Superintendent of Public Instruction (OSPI)

, 231–232

On-line survey

, 236

on OSPI

, 235

One-size-fits-all texts

, 33–34

Online course evaluation survey

, 165

Oregon Social Learning Center (OSLC)

, 154

Out-of-school time (OST)

, 16, 214

and SEL

, 214–216

Parent

beliefs

, 70

need-supportive behaviors

, 72

Partners complementarity

, 186–187

Pedagogical approach

, 100–101

Perceived autonomy

, 49–51

Perceived relatedness

, 51

Perceived social and emotional autonomy

, 51

Perceived social and emotional competence

, 51

Perceptions of capacities

, 51

Playworks

, 224

8-point Likert scale

, 34

Positive ethnic identity

, 14, 147

Postsecondary readiness

, 230

Practice-based learnings

, 207–208

Professional learning communities (PLCs)

, 186

collaborating in

, 191

Professional readiness skills

, 168–169

Prosocial Classroom Model

, 13, 80, 82, 87

Prosocial leadership

, 85–86

Protective factors

, 147–148

Psychological costs

, 29–31

Racial bias

, 88, 129

Racial discrimination

, 104

Racial equity, Assessing data, Culturally responsive behavior strategies and Teaching Project (ReACT Project)

, 130, 137–138

Racial equity in school discipline

, 130–131

Racial implicit biases

, 131–132

Racial inequities in education

, 101

Racism

, 100–101

in student schooling experiences

, 108

Readiness

, 225

elevating context and recognizing

, 224–225

postsecondary

, 230

Regional Educational Laboratory (REL)

, 232

Relatedness

, 49, 51, 63–64

support

, 54

Relationship skills

, 45, 4, 62, 146, 160

competencies

, 27–28

Relationship-building behaviors

, 48

Research design

, 181, 193

Research-practice partnerships (RPPs)

bidirectional nature of

, 198

collaborating in professional learning communities

, 191

collecting data to reflect multiple voices

, 188–189

commitment to mutualism

, 182–183

connecting research and practice through partnership

, 216–217

connecting SEL and motivation

, 10–11

defining problem of practice

, 233

developing shared commitments and strategies

, 233–234

embracing uncertainty as opportunity

, 190

equity lens intrinsic to

, 183–184

equity-focused RPP

, 184–187

examples of RPP grounded in context

, 223–224

focus on problems of practice

, 182

focus on what we can control

, 222–223

individuals and organizations

, 218–219

intentional strategies to foster partnership

, 183

lessons learned from SEL-focused RPP

, 217–224

long-term partnerships

, 182

and methods

, 233–234

mutual support through community-based research assistants

, 189–190

ongoing data sharing promoted active collaboration

, 191–192

people at center of work

, 217–218

produce original analyses

, 183

recruiting partners who shared goals

, 187–188

responsive data collection

, 188–190

SEL needs to authentic, aligned, and grounded in context

, 219–222

shared data to address problems of practice

, 190–192

values as behavioral motivators for researchers and educators

, 182–183

values motivated partners

, 187–192

Research–practice partnerships (RPP)

, 2, 15–16, 180–181, 184, 198–200, 215–216, 230

ReSource Project

, 84–85

Respeto

, 14, 147

Responding practices

, 130–131

Responsible decision-making

, 45, 4, 62, 103, 146, 160

Restorative practices

, 128

Salient motivation constructs and theory

, 47–49

School and Community Pathways to Engagement (SCoPE)

, 14–15, 116–117, 180, 185

School culture

, 204

School engagement

, 230

School leaders

, 73

educators perceptions

, 203

family feedback

, 203

from RPP

, 202

student belonging

, 203

School-based SEL

, 232–233

School-Wide Information System (SWIS)

, 134

School-wide neutralizing routine

, 136–137

School-wide positive behavior interventions and supports (SWPBIS)

, 128

School-wide systematic approach

, 128–129

School-wide VDP

, 136

Science, technology, engineering, and math fields (STEM fields)

, 24

adopting practical measure of motivation in STEM classrooms

, 32–33

Self-aware behaviors

, 45, 47–48

Self-awareness

, 45, 4, 30, 62, 103, 146, 160, 231–232

competency

, 25

Self-determination theory (SDT)

, 5–6

Self-determination theory (SDT)

, 29, 49, 51, 62, 183

alignment between SDT and student SEL

, 69–72

factors from above

, 71

factors from below

, 71–72

factors from within

, 70–71

future directions for research and practice

, 74–75

implications for policy and practice

, 72–73

and motivation

, 62–63

SDT-based interventions

, 66

Self-efficacy

, 5–6, 231–232

and agency

, 169–170

Self-management

, 45, 4, 30, 62, 105, 146, 160, 231–232

competency

, 27–28

Self-regulation

, 3, 45, 5–7, 27–28

Self-regulatory behaviors

, 45, 47–48

Sense of school belonging

, 150

Six-point Likert scale

, 164

Skills

, 3

Social and emotional autonomous motivation

, 52

Social and emotional behaviors

, 52–53

Social and emotional competence (SEC)

, 44, 47, 80

autonomous motivation

, 52

behaviors, and perceived competence

, 46

creating virtuous cycle

, 53

equity considerations

, 54–55

instructional practices teachers implement to promote SEC development

, 53–55

School Model

, 49–50, 53

social and emotional behaviors

, 52–53

three perceptions of autonomy, competence, and relatedness

, 49–51

Social and emotional competencies and capacities (SECC)

, 13, 102

teachers

, 103

Social and emotional development

, 203

Social and emotional learning (SEL)

, 2–5, 23–24, 44–45, 62, 80, 100, 114, 128–129, 144, 160, 180, 198, 214, 230

for acculturating youth

, 151

alignment between SDT and student SEL

, 69–72

connections between motivation and

, 25–28

CRP and

, 101–105

cultural competence and

, 160–161

culturally relevant curriculum to support motivation and

, 32–35

equity and

, 13–15

grounding in culture and equity

, 9–10

incorporating culturally relevant pedagogy into teacher training on

, 106–108

intersection between SEL and motivation theory

, 7–9

through lens of expectancy–value–cost framework of motivation

, 28–29

lessons learned from SEL-focused RPP

, 217–224

motivation and

, 12–13

overview of

, 3–10

present volume

, 11–16

promoting SEL and equity through motivation interventions

, 29–31

research–practice partnerships, connecting SEL and motivation

, 10–11

RPP

, 15–16

schools need help to ground SEL in community and cultural values

, 238–240

SEL-centered RPPs

, 207–208

skill

, 164

student SEL

, 66–69

teacher stress impact on SEL Instruction

, 87

theory and practice to address implicit bias

, 131–133

Social and emotional learning and development

, 219

Social and emotional skills

, 23–24, 68

Social awareness

, 45, 4, 62, 103, 146–147, 160, 180, 231–232

Social cognitive theories

, 7

Social demonstration-approach goal

, 47

Social demonstration-avoid goal

, 47

Social development

, 2, 47

Social engagement

, 231–232

Social environment role

, 64–66

Social goals

, 47–48

Social inequity

, 100–101

Social justice framing of SEL

, 114

Social learning theory

, 7

Social management

, 231–232

Social mentalities

, 83–84

Social psychology

, 129

Social skills and potential mediators

, 68

Social-cognitive domain theory

, 104

Social-cognitive models of motivation

, 5–6

Social-cognitive perspectives

, 182–183

Social–cultural factors

, 144

Sociality

, 82

Socially competent behaviors

, 45–47

Sociopolitical consciousness

, 101

Soft skills

, 23–24

Staff capacity

, 204

Stakeholder

diverse stakeholder groups in developing systems-level SEL guidance

, 240

engagement process

, 233–234

insights

, 237–240

schools need help to ground SEL in community and cultural values

, 238–240

State education agency (SEA)

, 16, 230

Statewide SEL guidance

build capacity for stakeholder engagement into multiple phases

, 240–241

collaborative inquiry projects and processes

, 234–237

convene multisector RPPs to support work

, 241–242

efforts history in Washington

, 231–232

engage diverse stakeholder groups in developing systems-level SEL guidance

, 240

guiding frameworks

, 232–233

implications and recommendations

, 240–242

policy context

, 230–232

research–practice partnership and methods

, 233–234

stakeholder insights

, 237–240

Stretching

, 180

Stretching in teachers practice

, 114

forms of stretching

, 120

gathering preliminary evidence of stretching

, 117–119

justice-oriented SEL instruction

, 116–117

stretching curricula

, 123–124

stretching instructional practices

, 124–125

stretching policies and frameworks

, 120–122

stretching relationships

, 122–123

transformative SEL

, 114, 116, 119, 125

Strong kids intervention with cultural adaptation

, 106–107

Strong Start intervention

, 107

Strong Teens program

, 154

Stuck points

, 138

teach and practice

, 137–138

Student adversity, teacher stress, leadership style, and

, 87–88

Students

agentic engagement

, 71–72

neutralizing routine with

, 137–138

perceptions

, 44

SEL

, 66, 69, 100

student–teacher relationships

, 105

SWPBIS

, 130

Symbiotic credibility

, 207

Systemic inequities

, 2

Systems level initiatives

, 231

Teacher social and emotional competencies

CRP and SEL

, 101–105

implications for policy and practice

, 108

incorporating CRP into teacher training on SEL

, 106–108

SECCs

, 102

strong kids intervention with cultural adaptation

, 106–107

Turn 2 Us intervention

, 107–108

Teachers

, 65, 80

beliefs

, 70

implications for theory, policy, practice, and future research

, 89–91

leadership

, 80

leadership styles

, 85–86

motivational systems from evolutionary perspective

, 82–85

need-supportive behaviors

, 72

prosocial classroom model

, 80–82

SEC

, 80

teacher stress, leadership style, and student adversity

, 87–88

teacher stress impact on leadership style

, 86–88

teacher stress impact on SEL Instruction

, 87

Teaching

, 130–131

whole child

, 104–105

Theories of motivation

, 44

Theory of Change

, 217, 221

Training Management Corporation© (TMC)

, 164

Transformative approach

, 180

Transformative climate teachers

, 103

Transformative SEL

, 100–101, 108, 114, 116, 119, 125, 151, 180, 184

TransformEd

, 198–199

Transforming Education

, 28

Transparency fostered trust

, 187–188

Trauma-focused cognitive behavioral therapy (TF-CBT)

, 146

Trauma-focused social and emotional learning (TF-SEL)

, 145–146

for LYOI

, 146

Trust

challenges faced, lessons learned on building trust

, 188

transparency fostered trust

, 187–188

Turn 2 Us intervention

, 107–108

Twenty-first century skills

, 23–24

Universality of BPN across cultures

, 68–69

University of Michigan (UM)

, 180

US schools, Latino youth in

, 144–146

Values

, 4, 29

value-related interventions

, 30

value-related motivation

, 29

Vulnerable decision points (VDPs)

, 14, 131–133, 136

examine discipline data for patterns

, 134–135

identify decision states

, 135–136

reflect on personal experiences and learning histories

, 135

select one VDPs

, 136

Washington

, 231–232

White students

, 128

Workgroup-led stakeholder engagement activities

, 235–237

Written reflections

, 164–165

Youth, social and emotional development

, 2

Youth development (YD)

, 214–215, 230

OST YD programs

, 215