CRE and Academic Achievement
Zins, Weissberg, Wang, and Walberg (2004) note that research proves conclusively that students’ social-emotional competence developed through social and emotional learning programs and conflict resolution education fosters better academic performance. When students are more self-aware and emotionally connected they can focus on academics and achieve in a supportive environment.
The kinds of supports that produced these impacts included:
(a) safe and orderly school and classroom environments,
(b) caring relationships between teachers and students that foster commitment and connection to school,
(c) engaging teaching approaches such as cooperative learning and proactive classroom management.
