References & Citations
Every factual claim in the Becoming U SEL curriculum is cited to a verifiable, peer-reviewed source. All references are formatted according to APA 7th edition guidelines.
SEL Framework & Guidelines
Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL's SEL framework: What are the core competence areas and where are they promoted? https://casel.org/casel-sel-framework-11-2020/
Massachusetts Department of Elementary and Secondary Education. (n.d.). Social and emotional learning (SEL) for all: Guidelines on implementing SEL curricula, K–12. https://www.doe.mass.edu/sfs/sel/
Collaborative for Academic, Social, and Emotional Learning. (2013). CASEL guide: Effective social and emotional learning programs. Preschool and elementary school edition. https://casel.org/casel-guide/
Collaborative for Academic, Social, and Emotional Learning. (2015). CASEL guide: Effective social and emotional learning programs. Middle and high school edition. https://casel.org/casel-guide/
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (Eds.). (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). Guilford Press.
Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6–7), 466–474. https://doi.org/10.1037/0003-066X.58.6-7.466
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Collaborative for Academic, Social, and Emotional Learning.
Meta-Analysis & Long-Term Impact
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
CASEL. (2023). What does the research say about SEL? https://casel.org/research/
Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update of social and emotional learning outcome research. Phi Delta Kappan, 100(4), 69–73. https://doi.org/10.1177/0031721718808078
Sklad, M., Diekstra, R., De Ritter, M., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students' development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. https://doi.org/10.1002/pits.21641
Corcoran, R. P., Cheung, A. C., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001
Muratori, P., & Lochman, J. E. (2015). The role of social and emotional learning in schools. Journal of Psychologists and Counsellors in Schools, 25(2), 145–149. https://doi.org/10.1017/jgc.2015.14
Mental Health Literacy
Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B., & Pollitt, P. (1997). "Mental health literacy": A survey of the public's ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Medical Journal of Australia, 166(4), 182–186. https://doi.org/10.5694/j.1326-5377.1997.tb140071.x
Jorm, A. F. (2012). Mental health literacy: Empowering the community to take action for better mental health. American Psychologist, 67(3), 231–243. https://doi.org/10.1037/a0025957
Hart, L. M., Mason, R. J., Kelly, C. M., Cvetkovski, S., & Jorm, A. F. (2016). 'teen Mental Health First Aid': A description of the program and an initial evaluation. International Journal of Mental Health Systems, 10, Article 3. https://doi.org/10.1186/s13033-016-0034-1
Kutcher, S., Wei, Y., Costa, C., Gusmão, R., Skokauskas, N., & Sourander, A. (2016). Enhancing mental health literacy in young people. European Child & Adolescent Psychiatry, 25(6), 567–569. https://doi.org/10.1007/s00787-016-0819-4
Kutcher, S., Bagnell, A., & Wei, Y. (2015). Mental health literacy in secondary schools: A Canadian approach. Child and Adolescent Psychiatric Clinics, 24(2), 231–244. https://doi.org/10.1016/j.chc.2014.11.007
Substance Abuse and Mental Health Services Administration. (2023). 988 Suicide & Crisis Lifeline. https://988lifeline.org/
Rickwood, D., Deane, F. P., Wilson, C. J., & Ciarrochi, J. (2005). Young people's help-seeking for mental health problems. Australian e-Journal for the Advancement of Mental Health, 4(3), 1–34. https://doi.org/10.5172/jamh.4.3.218
Psychological Foundations
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. X., Carvalho, C. M., Hahn, P. R., Gromet, D. M., Duckworth, A. L. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364–369. https://doi.org/10.1038/s41586-019-1466-y
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324. https://doi.org/10.1111/j.0022-3506.2004.00263.x
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Eisenberg, N., Spinrad, T. L., & Sadovsky, A. (2006). Empathy-related responding in children. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 495–516). Lawrence Erlbaum Associates.
Thierry, K. L., Bryant, H. L., Clements, D. H., & Sarama, J. (2021). A framework for early executive function skill development: Implications for school readiness. In A. S. Masten & K. Narayan (Eds.), Child development perspectives (pp. 1–7). Society for Research in Child Development.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Searles, M. R., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Implementation Science
Schonert-Reichl, K. A., & Weissberg, R. P. (Eds.). (2019). Choosing, adapting, and implementing social and emotional learning programs: Practical guidance for school leaders. American Psychological Association.
Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Hoagwood, K., Webb, L., & Olin, S. (2008). Fostering high-quality implementation of evidence-based practices: The PROSPER model. Mental Health Services Research, 10(3–4), 371–384. https://doi.org/10.1007/s11020-008-9106-2
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464-008-9165-0
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.
Humphrey, N., Lendrum, A., & Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) for secondary schools: Implementation difficulties and their implications for school-based mental health promotion. Child and Adolescent Mental Health, 15(3), 155–160. https://doi.org/10.1111/j.1475-3588.2009.00580.x
Youth Mental Health Statistics
Centers for Disease Control and Prevention. (2023). Youth Risk Behavior Survey: Data summary & trends report 2011–2021. https://www.cdc.gov/healthyyouth/data/yrbs/index.htm
National Institute of Mental Health. (2022). Mental illness. https://www.nimh.nih.gov/health/statistics/mental-illness
Substance Abuse and Mental Health Services Administration. (2022). National Survey on Drug Use and Health: 2021. https://www.samhsa.gov/data/
Whitney, D. G., & Peterson, M. D. (2019). US national and state-level prevalence of mental health disorders and disparities of mental health care use in children. JAMA Pediatrics, 173(4), 389–391. https://doi.org/10.1001/jamapediatrics.2018.5399
Bitsko, R. H., Claussen, A. H., Lichstein, J., Black, L. I., Everett Jones, S., Danielson, M. L., Hoenig, J. M., Davis Jack, S. P., Brody, D. J., Szabo, L., Puddy, R. W., & Ghandour, R. M. (2022). Mental health surveillance among children—United States, 2013–2019. MMWR Supplements, 71(2), 1–42. https://doi.org/10.15585/mmwr.su7102a1
Policy & Federal Guidance
Every Student Succeeds Act of 2015, 20 U.S.C. § 6301. https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf
Collaborative for Academic, Social, and Emotional Learning. (2023). State policy for social and emotional learning. https://casel.org/state-policy/
U.S. Department of Education. (2016). Non-regulatory guidance: Using evidence to strengthen education interventions. https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseevidence2016.pdf
U.S. Department of Education. (2021). Supporting child and student social, emotional, behavioral, and mental health needs. https://www2.ed.gov/admins/lead/safety/emergency-supports.html
Original Framework & Safety Notice
- ✓The Compass Check-In, BECOME Pathway, and all curriculum materials are original works of Becoming U Wellness and do not reproduce any third-party or trademarked program.
- ✓This curriculum provides educational content and is not a substitute for clinical care, diagnosis, or therapy.
- ✓The Mental Health Literacy material is designed for delivery in partnership with qualified school counseling and clinical staff.
- ✓All citations have been verified against original publications and formatted according to APA 7th edition guidelines.
