Six Priority Actions from the Science of Learning and Development to Meet the COVID Moment and Build Back

Six priority actions that emanate from science of learning and development and can guide education leaders through the COVID crisis to help them build more equitable, effective education systems for the long term.

How the Science of Learning and Development Can Transform Education: Initial Findings

This foundational brief from the SoLD Alliance summarizes several initial lessons from the science of learning and development that have significant implications for those working to advance opportunity, equity, learning, and youth development.

Edutopia: How Learning Happens, The Science of Learning and Development

This video series explores how educators can guide all students, regardless of their developmental starting points, to become productive and engaged learners.

Science of Learning and Development: A Synthesis

This report synthesizes converging findings from research on the science of learning and development and illuminates several key findings that have significant implications for education systems.

COVID-19 Resources for Field Leaders

COVID-19 is dramatically impacting nearly all aspects of our lives. SoLD Alliance experts in research, practice, and policy have curated resources that are informed by the findings of the science of learning & development & designed to advance equity.

SoLD Alliance Frequently Asked Questions

Frequently Asked Questions about the Science of Learning and Development Alliance.

The Science of Learning and Development in Afterschool Systems and Settings

This brief describes the foundations of SoLD and explain how aspects of the current SoLD work align with afterschool systems and settings. 

Nurturing Nature: How Brain Development is Inherently Social and Emotional, and What This Means for Education

This article conceptualizes  evidence on  SEL-related constructs and developmental learning more broadly.

Implications for educational practice of the science of learning and development

Initial peer-reviewed paper authored by founding SoLD partners that synthesizes and articulates the initial lessons from the science of learning and development and its implications for educational practice.

Drivers of human development: How relationships and context shape learning and development

Initial peer-reviewed paper authored by founding SoLD partners that synthesizes and articulates the initial lessons from the science of learning and development.

Developments in developmental research and theory

John R. Nesselroade (2018): Developments in developmental research and theory, Applied Developmental Science

Equitable learning and development: Applyingscience to foster liberatory education

Camille A. Farrington (2019): Equitable learning and development: Applying science to foster liberatory education, Applied Developmental Science

Practice that supports learning and development:A commentary

Carol D. Lee (2019): Practice that supports learning and development: A commentary, Applied Developmental Science

Teaching for equity: Where developmental needs meet racialized structures

Na’ilah Suad Nasir (2019): Teaching for equity: Where developmental needs meet racialized structures, Applied Developmental Science

Malleability, plasticity, and individuality: How children learn and develop in context

Initial peer-reviewed paper authored by founding SoLD partners that synthesizes and articulates the initial lessons from the science of learning and development.

The Role of Policy in Advancing the Science and Practice of Learning and Development

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Making developmental science accessible, usable,and a catalyst for innovation

Jack P. Shonkoff (2018): Making developmental science accessible, usable, and a catalyst for innovation, Applied Developmental Science

Looking at SoLD through an equity lens: Will the science of learning and development be used to advance critical pedagogy or will it be used tomaintain inequity by design?

Zaretta Hammond (2019): Looking at SoLD through an equity lens: Will the science of learning and development be used to advance critical pedagogy or will it be used to maintain inequity by design?, Applied Developmental Science

Sciences of learning and development: Some thoughts from the learning sciences

James W. Pellegrino (2018): Sciences of learning and development: Some thoughts from the learning sciences, Applied Developmental Science

From the science of learning (and development) tolearning engineering

Melina R. Uncapher (2018): From the science of learning (and development) to learning engineering, Applied Developmental Science

The 180 Podcast: Turnaround for Children

The 180 Podcast, a new podcast by Turnaround for Children, explores how to transform 21st century education using 21st century science.

Identifying, Defining, and Measuring Social and Emotional Competencies Final Report

This AIR report serves as a resource and guide for researchers
and will help provide direction to those who seek to more fully integrate social and emotional
learning (SEL) into their practice.

Preparing Teachers to Support Social and Emotional Learning

This two-part LPI study offers information on how pre-service and in-service teacher training can support good teaching practices and implement SEL in schools, while providing a picture of what SEL looks like when integrated into the school day. 

Building Blocks for Learning

Turnaround for Children’s Building Blocks for Learning is a framework for the development of skills children need for success in school and beyond.

Teaching the Way Students Learn Best: Lessons from Bronxdale High School

This case study of Bronxdale High School in New York was written to illustrate what a successful school serving diverse learners looks like and does when its practices are consistent with knowledge rooted in the sciences of learning and development.

From a Nation At Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, & Academic Development

This culminating report provides recommendations to engage communities in re-envisioning a learning system that encompasses social, emotional, and cognitive dimensions.

The Promise of Adolescence:

Realizing Opportunity
for All Youth

This consensus report explores the science of child and adolescent development to inform youth-serving systems.

Educating the Whole Child: Improving School Climate to Support Student Success

This LPI report summarizes evidence about the effects of positive school climate, social-emotional learning, and productive teaching strategies on achievement. 

The Science of Adversity

Pamela Cantor, M.D., President and CEO of Turnaround for Children, explains the science of adversity and how we can use this information to design better learning environments to help all children reach their full potential.

Self-Assessing Social and Emotional Instruction and Competencies

This self-assessment tool from AIR is designed to help educators reflect upon (1) their current teaching practices that impact student SEL, and (2) their own SEL competencies to implement those teaching practices.

Designing for Learning

This resource from Transcend provides cards and activities to support teams in applying key insights from the science of learning and development.

Science of Learning:
What Educators Need to Know About Adolescent Development 

After reviewing research about adolescent learning and development, the Alliance for Excellent Education (All4Ed) crafted a set of principles (consensus statements) endorsed by a team of researchers. These statements now represent the twenty principles of adolescent learning and development at the center of All4Ed’s SAL initiative. 

The Evidence Base for
How We Learn: 

Supporting Students’
Social, Emotional, and
Academic Development

Under the support of the National Commission on Social, Emotional, and Academic Development  these consensus statements of evidence call for the full integration of social and emotional learning with academic instruction.

Building Partnerships in Support of Where, When, & How Learning Happens

In this brief, the Youth Development Work Group of the Aspen Institute National Commission on Social,
Emotional, and Academic Development offers a framework and recommendations for educators, policymakers, and funders to partner with youth development organizations to take advantage of formal and informal learning settings.