Je veux savoir à propos de…

34670

Federal Register / Vol. 86, No. 123 / Wednesday, June 30, 2021 / Proposed Rules
jbell on DSKJLSW7X2PROD with PROPOSALS

by the pandemic. Research has demonstrated that, in elementary and secondary schools, children learn, grow, and achieve at higher levels in safe and supportive environments, and in the care of responsive adults they can trust.28 It is critical, then, to prioritize support for students social, emotional, and academic needs, not only to benefit students social-emotional wellness, but also to support their academic success and prepare them for their future.
Because mounting evidence suggests that supporting social-emotional learning SEL can contribute to overall student development,29 30 31 educators need access to tools, supports, and other resources focused on SEL supports that can improve effective instructional practices. Integrating evidence-based instructional strategies and approaches proven to support SEL in the classroom has the potential to yield important benefits in students social, emotional, and academic growthand avert potential negative outcomes for students. For example, students with unmet social and emotional needs can struggle with social interactions and engagement during instructional and social times during the school day. In turn, this can diminish students sense of social and academic connection, leading to chronic absenteeism and antisocial behavior in elementary and secondary education.32
The world of work is also rapidly shifting, and the pre-existing equity gaps in access to high-quality career and technical education-including dual enrollment, industry-recognized credentials, and work-based learning have been further exacerbated by the COVID19 pandemic. Creating more equitable systems of multiple, highquality, flexible college and career pathways that align our schools and postsecondary learning with the demands of the 21st century economy 28 Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M., & Salovey, P. 2012. Classroom emotional climate, student engagement, and academic achievement. Journal of educational psychology, 1043, 700.
29 Cross Francis, D., Liu, J., Bharaj, P.K., & Eker, A. 2019. Integrating Social-emotional and Academic Development in Teachers Approaches to Educating Students, Policy Insights from the Behavioral and Brain Sciences, 62, 138146.
30 Swanson, E., Melguizo, T., & Martorell, P.
2020. Examining the Relationship between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis.
EdWorkingPaper: 20286.
31 Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. 2004. Do Psychosocial and Study Skill Factors Predict College Outcomes?
A Meta-Analysis. Psychological Bulletin, 1302, 261288.
32 Darling-Hammond, Linda, and Cook-Harvey, C.
2018. Educating the Whole Child: Improving School Climate to Support Student Success. LPI

VerDate Sep<11>2014

16:55 Jun 29, 2021

Jkt 253001

will help narrow disparities in financial security and broaden economic opportunity.
With appropriate and effective supports, students will be more likely to stay engaged in school, experience social-emotional wellness and academic success, and experience positive longterm outcomes in both school and life.33
Proposed Priority:
Projects that are designed to improve students social, emotional, academic, and career development, with a focus on underserved students, through one or more of the following priority areas:
a Developing and supporting educator and school capacity to support social and emotional learning and development that 1 Fosters skills and behaviors that enable academic progress developed through explicit instruction in social, emotional, and cognitive skills;
2 Identifies and addresses conditions in the learning environment, that may negatively impact social and emotional well-being for underserved students, including conditions that affect physical safety; and 3 Is trauma-informed, such as addressing exposure to communitybased violence and trauma specific to militaryor veteran-connected students as defined in this notice.
b Creating supportive, positive, and identity-safe education or work-based settings that provide racially, ethnically, culturally, and linguistically inclusive instruction, through one or more of the following activities:
1 Developing trusting relationships between students, educators, families, and community partners, including engaging underserved students.
2 Providing high-quality professional development opportunities designed to reduce bias, increase engagement and belonging, and build asset-based mindsets for adults working in and throughout schools.
3 Engaging parents, caregivers, students, and community members as full partners in school climate review and improvement efforts.
4 Developing and implementing inclusive and culturally informed discipline policies and addressing disparities in school discipline policy by identifying and addressing the root causes of those disparities, including by providing training and resources to support educators.
5 Supporting students to engage in real-world, hands-on learning in 33 Durlak, J.A., Domitrovich, C.E., Weissberg, R.P., and Gullotta, T.P. Eds.. 2015. Handbook of social and emotional learning: Research and practice. New York: Guilford.

PO 00000

Frm 00034

Fmt 4702

Sfmt 4702

community-based settings, such as apprenticeships, pre-apprenticeships, work-based learning and service learning, and engaging in civic activities, that allow them to apply their knowledge and skills, strengthen their employability skills, and access career exploration opportunities.
c Creating a positive, inclusive, and identity-safe climate at institutions of higher education through one or more of the following activities:
1 Fostering a sense of belonging and inclusion for underserved students.
2 Implementing evidence-based practices for advancing student success for underserved students.
3 Providing evidence-based professional development opportunities designed to reduce bias and build assetbased mindsets for faculty and staff on campus, including high-quality racially, ethnically, culturally, and linguistically inclusive practices for students, faculty, staff, and community.
4 Developing any necessary updates to the institutions harassment policies and procedures to ensure they apply to harassment that occurs in the institutions educational programs and activities, including during hybrid and distance education.
d Providing multi-tiered systems of supports to meet students academic, social, and emotional needs, including by offering evidence-based traumainformed practices, to address learning barriers both in and out of the classroom, that enable healthy development and respond to students needs and which may include professional development for educators on avoiding deficit-based approaches.
e Developing or implementing policies and practices that prevent or reduce significant disproportionality on the basis of race or ethnicity with respect to the identification, placement, and disciplining of children or students with disabilities.
f Providing all students access to physically healthy learning environments, such as energy-efficient spaces, for one or more of the following:
1 Early learning environments.
2 Elementary or secondary schools.
3 Out-of-school time learning spaces.
4 Postsecondary institutions.
g Providing students equitable access to social workers, psychologists, counselors, nurses, or mental health professionals and other integrated services and supports, which may include in early learning environments.
h Preparing educators to implement project-based or experiential learning opportunities for students to strengthen their metacognitive skills, self-direction,
E:FRFM30JNP1.SGM

30JNP1