Cognitive, emotional, and social skills should be taught alongside content because learning is integrated in the brain¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Educators need to develop students' content-specific knowledge alongside their cognitive, emotional, and social skills, including executive function, growth mindset, resilience, metacognition, and self-direction. → Learning Policy Institute & Turnaround for Children 2021

Evidence¶

Learning Policy Institute & Turnaround for Children 2021¶

Learning Policy Institute & Turnaround for Children. (2021). Design principles for schools: Putting the science of learning and development into action. https://learningpolicyinstitute.org/product/sold-design-principles-report

q2 · i? · design · r1

Narrative synthesis in the skills, habits, and mindsets section, grounded in the neuroscience claim that brain parts are cross-wired and functionally interconnected so "There is not a math part of the brain that is separate from the self-regulation or social skills part of the brain". No effect sizes are printed.

"For students to become engaged, effective learners, educators need to develop students' content-specific knowledge alongside their cognitive, emotional, and social skills."

Discussion¶

Related Claims¶

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Students with belonging, purpose, collaboration, goal-setting, and perseverance skills alongside academic knowledge are more likely to reach their full potential — related
• Early ability to delay gratification predicts later academic and social outcomes, but the association is weaker and more context-dependent than originally reported. — related
• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related
• Employers value social and emotional development alongside content knowledge for workforce preparation — related
• Positive learning communities and collaborative social interaction drive learning — related
• Prolonged or overwhelming stress disrupts self-regulation development by physically changing brain wiring toward emotional reactivity — related
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• The Artifact captures learning experiences within and beyond the classroom, revealing learning habits and mindsets relevant to action-based pedagogy — a narrower finding that bears on this claim
• The report claims six core SoLD findings should reshape teacher preparation, including that the brain is malleable, variability is the norm, and relationships catalyze learning — related