Summary
SEE Learning, offered by Emory University, provides a lesson-based and teaching practices approach to SEL and offers programming for grades Pre-K-12. A CASEL-approved evaluation demonstrates evidence of effective in grades 4-5. Key features of SEE Learning include cultivating attention skills, emphasizing compassion, and integrating trauma research for effective stress management. SEE Learning is translated into 23 languages.
Strategies supporting educational equity (CASEL)
SEE Learning features strategies for working with bias, youth action projects, and customizing for context. This includes strategies to increase the cultural relevance and authenticity of the curriculum for students and a capstone project that encourages students to apply their learning in real-world contexts, putting compassion into action.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Pre-K, Elementary (K-5), Middle (6-8), High School (9-12)
Setting
Classroom, Schoolwide, Home, Community
Language
English, Spanish, Additional Languages
Cost
For additional information please contact the provider
# Lessons
26
Program Design
Tier 1 (Universal)
Technology Requirements
For additional information please contact the provider
Staffing Requirements
For additional information please contact the provider
Professional Development
Onsite in-person, Virtual, Train the Trainer
Outcomes
Improved SEL skills and attitudes
Reduced Emotional Distress
Improved Identity Development/ Agency
Improved Academic Performance
Reduced Problem Behavior
Improved School Climate
Improved School Connectedness
Improved Prosocial Behavior
Improved Teaching Practices
Improved SEL Skills and Attitude
Evidence of Effectiveness
Results from a quasi-experimental evaluation conducted in the 2022-23 academic year (published in 2024) supported the effectiveness of SEE Learning for public, private, and charter school students. This evaluation included 616 students in grades 4 and 5 in urban schools in the U.S. Southeast region (42.3% white, 18.4% Black/African American). The study found that students who participated in the program had significantly higher levels of perspective taking, empathic concern, student class supportiveness, and intrinsic prosocial motivation compared to students in the control group (outcomes reported 16 weeks after baseline) while controlling for outcome pretest, race, and grade.
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Frazier, T., Roeser, R. W., Schonert-Reichl, K. A., & Neg, G. L. T. (2024). Evaluating the feasibility and preliminary impact of a compassion-based social and emotional learning program in US elementary school children. PlosOne. In review.