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Essentials of Social Emotional Learning
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PSYCHOLOGY/Assessment, Testing & Measurement
Black
A robust and comprehensive description and implementation
roadmap of SEL across all levels of your school’s curriculum
I
Essentials
Essentials of Social Emotional Learning (SEL)

n Essentials of Social Emotional Learning (SEL): The Complete Guide for Schools
and Practitioners, learning expert and advocate Donna Black delivers a rigorous and
compelling case for the adoption of crucial SEL components in your school, as well
as a step-by-step guide to its implementation.
The book walks readers through every step of understanding, designing, implementing,
and measuring an SEL program designed to create lasting and powerful change for your
students. The author describes strategies to engage students with relationships and
of Social Emotional
instruct them in core skills.
Essentials of Social Emotional Learning (SEL) also explores:
Learning (SEL)
• The emergence of social emotional learning as a world phenomenon, including
key definitions, critical areas of competence, historical influences, and the role of
emotional intelligence in SEL
• A rigorous review of current problems in education addressed by SEL, as well as
the latest empirical support and validation for the model
The Complete Guide for Schools and Practitioners
• A description of SEL as a sustainable framework for success, including a Provides a practical and comprehensive look at the
multi-phase guide to a whole-school implementation of SEL complete with tools,
evidenced support for SEL in schools and communities
templates, and checklists
A start-to-finish roadmap on the implementation of social emotional learning in schools Examines issues in education that often lead to
of all sizes, Essentials of Emotional Learning (SEL) is a must-read resource for school inequities and create barriers to learning for
administrators, teachers, and parents of school age children with an interest in addressing
many students
the barriers often faced by students.
Addresses learning from a whole-child perspective
DONNA LORD BLACK is a nationally recognized expert in social emotional learning (SEL)
and extends the domains of learning beyond that
and social emotional character development (SECD). For fifteen years, she has provided
field-based consultation and training on SEL and SECD and promotes implementation
of academic achievement
of the disciplines across all areas of education. She is President of the Social Emotional
Learning Alliance for Texas (SEL4TX) and is a faculty member at the Academy for SEL
Includes the tools needed to guide schools through
in Schools. She frequently speaks and presents on the subject of SEL and SECD at the a multi-phased, systemic approach to whole-school
local, state, and national level. implementation of SEL
A companion website with additional resources is available at
www.wiley.com/go/black/essentialsofsel
Donna Lord Black
Visit us on the Web at: www.wiley.com/essentials
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Essentials of Trauma-Informed Assessment and Interventions Complete Guide for Schools and Practitioners
in School and Community Settings by Donna Lord Black
by Kirby L. Wycoff and Bettina Franzese
Essentials
of Social Emotional
Learning (SEL)
The Complete Guide for Schools and Practitioners
Donna Lord Black

Assessment Consultant at Western Psychological Services, President of the Social-Emotional
Learning Alliance for Texas, and Former Appointed Member of the Texas State Board of
Examiners of Psychologists (TSBEP), Frisco, Texas, USA
This edition first published 2022
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Library of Congress Cataloging-in-Publication Data
Name: Black, Donna Lord (Psychologist), author.

Title: Essentials of social emotional learning (SEL) : the complete guide
for schools and practitioners / Donna Lord Black.
Description: Hoboken, NJ : Wiley, [2022] | Series: Essentials of
psychological assessment series | Includes bibliographical references
and index.
Identifiers: LCCN 2021028407 (print) | LCCN 2021028408 (ebook) | ISBN
9781119709190 (hardback) | ISBN 9781119709237 (adobe pdf ) | ISBN
9781119709220 (epub)
Subjects: LCSH: Affective education. | Social learning.
Classification: LCC LB1072 .B63 2021 (print) | LCC LB1072 (ebook) | DDC
370.15/34–dc23
LC record available at https://lccn.loc.gov/2021028407
LC ebook record available at https://lccn.loc.gov/2021028408
Cover Design: Wiley

Cover Image: © Greg Kuchik/Getty Images
Set in 10.5/13pt Adobe Garamond Pro by Straive, Pondicherry, India
10 9 8 7 6 5 4 3 2 1
CONTENTS
Preface ix
Acknowledgments xi
Introduction xiii
About the Companion Website xv
Section I Emergence of Social Emotional Learning (SEL)

as a World Phenomenon 1
One Defining Social Emotional Learning (SEL)

and the Critical Areas of Competence 3
Two Historical Influences on the Emergence of SEL 29
Three Emotional Intelligence and its Role in SEL 57
Section II SEL – The Missing Link in Education 83
Four Current Challenges in Education 85
Five Evidenced Support for SEL 125
Six Making the Case for SEL 159
vii
viii CONTENTS
Section III SEL as a Sustainable Framework for Success 213
Seven Getting Started: A Multiphase Approach to

Whole-School Implementation of SEL 215
Eight Tools, Templates, and Checklists 267
Nine Aligning SEL Assessment With Instruction

and Curriculum 335
Ten SEL: A Roadmap for a World at Hope 383
Index 407
PREFACE
I
n the Essentials of Psychological Assessment Series, we have attempted to
provide the reader with books that will deliver key practical information in
the most efficient and accessible style. Many books in the series feature spe-
cific instruments in a variety of domains, such as cognition, personality, educa-
tion, and neuropsychology. Books like this Essentials of Social Emotional
Learning (SEL), focus on crucial topics for professionals who are involved with
any aspect of assessment and intervention with school-age children. For the expe-
rienced professional, books in the series offer a concise yet thorough review of a
test instrument or a specific area of expertise, including numerous tips for best
practices. Students can turn to series book for a clear and concise overview of the
important assessment tools, and key topics, in which they must become profi-
cient to practice skillfully, efficiently, and ethically in their chosen fields.
Wherever feasible, visual cues highlighting key points are utilized alongside
systematic, step-by-step guidelines. Chapters are focused and succinct. Topics are
organized for an easy understanding of the essential material related to a particu-
lar test or topic. Theory and research are continually woven into the fabric of
each book, but always to enhance the practical application of the material, rather
than to sidetrack or overwhelm readers. With this series, we aim to challenge and
assist readers interested in psychological assessment to aspire to the highest level
of competency by arming them with the tools they need for knowledgeable,
informed practice. We have long been advocates of “intelligent” testing-the
notion that numbers are meaningless unless they are brought to life by the clini-
cal acumen and expertise of examiners. Assessment must be used to make a dif-
ference in the child’s life or adult’s life, or why bother to test? All books in the
series- whether devoted to specific tests or general topics- are consistent with this
credo. We want this series to help our readers, novice, and veteran alike, to ben-
efit from the intelligent assessment approaches of the authors of each book.
ix
x PREFACE
In Essentials of Social Emotional Learning (SEL), the author captures the

essence of why SEL is not only important, but necessary in preparing students for
a future that envisages far more than academic achievement. Donn Black- a
national expert on SEL, a long-time public servant, and a school practitioner
with extensive knowledge and experience in the educational systems- offers a
comprehensive approach to SEL that examines the logic for it in schools, the
underpinnings of successful implementation (including the role of assessment
and data), and the evidence that supports SEL as a positive and sustainable
approach to educational reform.
This book is grounded by an exhaustive review of the research and science on
SEL, children’s mental health, and the neuroscience of learning. It examines the
far-reaching implications of issues that have long plagued our educational sys-
tems, including the barriers to learning that have led not only to underachieve-
ment, but to gross inequities and injustices as well. The book covers these issues
and more, and asserts that SEL can be the great equalizer in education. It offers
an approach to SEL that can be implemented in phases that are practical, yet
manageable, and are complemented by a complete set of tools and templates to
aid in the process. At a time when the world is struggling to recover from the
COVID-19 pandemic, this book offers a timely examination of the important
role SEL will play in schools. As education systems face the challenges of re-
engaging students and recovering the learning losses resulting from school clo-
sures, the need to integrate SEL with existing school structures has never been
greater. With this book, the author provides schools with a realistic and thorough
guide for implementing SEL in a way that is meaningful and sustainable.
Alan S. Kaufman, PhD, and

Nadeen L. Kaufman, EdD
Series Editors
Yale Child Study Center
Yale University School of Medicine
ACKNOWLEDGMENTS
W
riting this book was the most exciting, painstaking, glorious, nerve-
wracking, challenging thing I’ve ever experienced. Without the
patience, encouragement, and support of my family, friends, and col-
leagues, I’m quite sure the emotions would have gotten the best of me. Before I
express my heartfelt gratitude to those who helped make this book possible, I’d
like to acknowledge my granddaughters, Kayla and Kelsi. You are my hope and
my inspiration. You are the reason for this book, so I dedicate it to you.
I begin by thanking my wonderful husband, Greg. For more than 48 years,
you have cheered me on and made me feel there was nothing I could not do. We
often have jokingly said that the only reason we are still married is because nei-
ther of us wanted a divorce on the same day. Well, this book tested that theory
and proved it wrong! Neither of us could have imagined how challenging the
book would be while living through a pandemic and enduring two surgeries in
10 months. Despite this, you were there to support and encourage me. I am
blessed to have you by my side, and I hope you know how much I love and appre-
ciate you, and look forward to many more years together.
I also could not have done this without the patience and understanding of my
loving family. To my son Jason and his fiancée Melinda, you stepped up when your
dad and I were not able. You were there after my surgeries to lend a hand. You ran
errands, brought us food, and helped with the granddaughters. For all this, I am
forever grateful. To my daughter Allison and my son-in-law Chris, you were so
patient with me during a time when I knew you desperately needed relief. You were
parents, teachers, and playmates to your children, while also juggling the demands
of working full-time from home. I cannot imagine how hard this has been for you,
and I owe you some relief time. When it is safe, there will be sleepovers and outings
with the girls once again, I promise. To my sister Yolanda and my brother-in-law
Darryl, I can’t thank you enough for helping keep the family connected. You were
xi
xii ACKNOWLEDGMENTS
always there for the virtual happy hours and the family game nights because you
knew how much they sustained us through these challenging times. Your being
there supported me in ways you could not have known. To my nephew Aaron and
his fiancée Lyndsey, your interest in my passion for SEL is inspiring and gives me
hope for the coming generation. I thoroughly enjoyed our virtual discussions, and
I thank you immensely for your support. To my nephew Kyle, just seeing you with
your new fiancée during our virtual gatherings reminded me of how important it is
to have hope and why this book is so necessary.
This book never would have been possible without the support of friends and
colleagues. To my dearest friend and mentor Gail Cheramie, no words can express
how much your support has meant to me. You have been there for almost 30 years,
first as my professor and now as my dearest friend. If a teacher’s success is measured
by the success of her student, then I hope I have honored you well. There would not
have been successes without you. You have taught me that anything is possible if you
believe it is possible. Thank you for everything you do for me, and by the way, thank
you also for helping review parts of the book. You are a true friend! I also want to
thank my dear friend Ginger Gates for her help in reviewing the work. You inspire
me every day with your humor and your positive nature, and I am always striving to
become a better trainer because of you. You are the best. To Debbie Blackmon,
thank you for sharing your knowledge of equine-assisted learning and your applica-
tions of SEL to this specialized area. You are an incredible therapist and educator,
and I am lucky to have you as a colleague and a friend. To my partner in crime,
Angela Downes, I thank you for keeping me grounded and helping me see that the
dirt at the end of the road is worth more than a pot of gold. Your co-counsel, Ashton,
brought me a breath of fresh air when I needed it the most. To my physical therapist,
Monica, and her assistants, Rishi and Courtney, not only did you get me through a
tough recovery, you also lifted my spirits and kept me going. Through your
relationship-centered approach to therapy and your caring, nurturing environment,
you model the principles of SEL every day in the work you do with your patients.
I would be remiss if I did not thank Jeff Manson and Amanda Wynn at
Western Psychological Services. Not only did you support me in writing this
book, but your belief in SEL and your vision for its future strengthened my com-
mitment, and I am forever grateful. I also want to thank Clark McKown for his
willingness to share some of his work in this book. Your expertise in SEL assess-
ment offers support for an area in which schools have a tremendous need, and I
truly am grateful for your contributions. Lastly, I want to thank all the wonderful
people at Wiley who have helped make this process as painless as possible. For
Monica, Darren, and all the editing and production group, you were exception-
ally patient in allowing me to work through this at my own pace, and I am espe-
cially grateful. Without you, there would be no book.
INTRODUCTION
T
he intent of this book is to provide schools and practitioners with a com-
prehensive overview of SEL and a practical but systematic approach for
implementing it in schools. The book also offers suggestions for how
local communities can support schools through alignment of efforts and shared
accountability. Please note that the information in the book is applicable to indi-
vidual schools as well as to whole school systems, such as local education systems,
state or regional education systems, or national education. Therefore, in the
interest of clarity and consistency, the terms school and school systems are used
interchangeably.
SEL is a global concern, so the information provided in this book is grounded
in research from around the world. While a large part of the research focuses on
schools within the United States, this book strives to offer ideas and information
that can be applied to a global audience. Where there are gaps in research or
information, there will be limitations to how applicable it is for international
purposes. Thus, readers should be mindful of this and use their own judgment in
how the information is applied. Nonetheless, the research contained in the book
is the latest available at the time of this publication. Given the gaps between
research and practice, however, it is expected that more research will be forth-
coming and hopefully will expand beyond the United States.
xiii
ABOUT THE COMPANION WEBSITE
This book is accompanied by a companion website:
www.wiley.com/go/black/essentialsofsel
This website includes fillable versions of forms included in the print book for the
reader’s download and practical use.
xv
SECTION I
EMERGENCE OF SOCIAL EMOTIONAL

LEARNING (SEL) AS A WORLD
PHENOMENON
One
DEFINING SOCIAL EMOTIONAL

LEARNING (SEL) AND THE CRITICAL
AREAS OF COMPETENCE
T
he realization that social and emotional skills matter as much as, if not
more than, academic skills has captured the awareness of schools and
communities around the world. Recognition of the critical role these
skills play in educating children has swept across the globe and has created a wave of
excitement, if not a worldwide phenomenon, that offers a promise of hope for the
future of education. As SEL is embraced in schools throughout the world, educa-
tors are accepting that this is not simply another trend in education, but is the
missing component in how students are educated and prepared for success, not
only in school but at home, in the community, in the workforce, and in life.
Unapologetically, schools are beginning to expand their focus beyond that of
rigor and accountability for academic instruction to an educational program that
focuses on the whole child, so that today’s students might be better prepared for
life’s opportunities, responsibilities, and challenges.
While SEL is being embraced by more and more schools, implementation is
not without its challenges. One of the biggest challenges is understanding that
SEL is more than simply a program. Interest in SEL has risen so sharply that it
has spurred the development and availability of a plethora of programs and
curricula, along with books, articles, websites, blogs, and a host of other
resources. While schools earnestly attempt to address the social and emotional
development of their students, the rapid emergence of these pre‐scripted pro-
grams and curricula (often claiming to offer a complete package for SEL) can
be enticing to schools. These programs can sometimes make implementation
appear oversimplified and may lead to the use of already limited resources in an
Essentials of Social Emotional Learning (SEL): The Complete Guide for Schools and Practitioners,
First Edition. Donna Lord Black.
© 2022 John Wiley & Sons, Inc. Published 2022 by John Wiley & Sons, Inc.
Companion website: www.wiley.com/go/black/essentialsofsel
3
4 ESSENTIALS OF SOCIAL EMOTIONAL LEARNING (SEL)
ineffective and inefficient manner. It is not uncommon, for example, for a

school or district to adopt a particular program or strategy to address behavior
and classroom management and believe this to be the entire solution for SEL.
Implementing this single program not only adds to an already fragmented pro-
cess, but also places the school at risk of making causal connections between the
program and any outcomes, especially if those outcomes have not been success-
ful. In such a case, the school might blame the lack of success on the program
rather than considering other factors, such as fidelity of implementation or skill
of staff implementing the program, as possible reasons for the lack of success.
Take, for example, Program XYZ. Let’s assume this hypothetical program uses an
application for tablet computers (commonly referred to as “tablets”) to improve
students’ social awareness skills by connecting them to one another through wire-
less technology. The school obtains a grant and purchases tablets for each student
with the program’s application installed on each tablet. Teachers and students are
trained in how to operate the program and all is well, until they experience repeated
failures with maintaining wireless connections between the tablets. Without a sta-
ble connection, the program won’t operate. Thus, many of the teachers abandon its
use. While the problems experienced with the program were related to technology
issues (i.e., getting the tablets to communicate with one another) rather than the
program itself, the teachers became disheartened and lost interest in the program.
Six weeks later, the school principal discovers that a large number of teachers are no
longer using the program, claiming it was ineffective. While there clearly was a
positive correlation between the teachers’ skills in using technology and the pro-
gram’s implementation (i.e., both decreased), this did not prove the program was
ineffective. It merely showed that teachers lacked the skills needed for resolving the
technology issues, and thus were unsuccessful with implementing the program.
The program was abandoned before effectiveness could be evaluated, thus wasting
valuable time and resources. In situations like this, schools run the risk of making
causal connections between a
program and its outcomes
when, in fact, the relationship CAUTION BOX
between the two may only have Poor program outcomes may not be the
been correlational at best. fault of the program, but may be due to
Therefore, schools may be less other factors, such as fidelity of implemen-
likely to pursue other efforts to tation or skill of the staff implementing the
address these critical areas of program. While there may be correlations
between certain factors impacting the pro-
need and may have difficulty
gram’s outcomes, this does not mean these
recognizing that SEL is more factors caused the outcomes.
than a program.
DEFINING SOCIAL EMOTIONAL LEARNING (SEL) 5
It is important to point out, however, that the vast majority of SEL programs
and curricula available to schools are of excellent design and may even be consid-
ered evidence‐based practices. Unfortunately, schools may not have methods or
standards developed by which these products can be objectively evaluated, espe-
cially with regard to how the product aligns with the school’s specific needs. As a
result, schools may make purchasing decisions based only on effectiveness claims
touted by the products’ developers. Without established criteria to guide the selec-
tion process, schools are vulnerable to these attractive claims and may expend
valuable resources without thoroughly reviewing whether the product comple-
ments and supports their existing efforts or if it duplicates (in whole or in part)
those efforts. Questions—about how the product was developed, whether the
developer applied scientific methods and principles in its development, and if field
testing included a broad and diverse group of students—often go unanswered.
If this weren’t challenging enough for schools, they also must face other obstacles
to implementation, such as gaining buy‐in and support from administration or
staff who may not understand the full benefits of SEL. Many educators believe that
adding SEL to a teacher’s plate of responsibilities is more than should be expected,
given the numerous demands and accountability measures already required of
them. What they struggle to recognize is that SEL is not another “add‐on” program.
Rather, it is a systemic process that can ultimately strengthen the teachers’ plates.
SEL is not and never has been touted as a program that takes away from or
supplants academic instruction. On the contrary, it has always been promoted as
a process for enhancing instruction and improving the learning environment,
and when implemented with fidelity, it contributes to improved outcomes for
students and for the systems that serve them. Until educators recognize and
accept that the benefits of SEL far outweigh the challenges of implementation,
there will continue to be resistance.
There also may be obstacles to acquiring funding and resources, as well as to
developing a SEL curriculum. Perhaps one of the most critical and often less rec-
ognized obstacles, however, is the need for staff training in SEL. Staff knowledge
and skills in SEL are fundamental to a sustainable approach to implementation,
but these are areas that are frequently overlooked. What are the knowledge and
skills needed by staff? While there are a multitude of frameworks identifying criti-
cal social and emotional skills, the framework developed by the Collaborative for
Academic, Social, and Emotional Learning (CASEL 2017) is the framework most
widely adopted by schools. The competencies identified by CASEL address five
key areas: self‐awareness, self‐management, social awareness, relationship skills,
and responsible decision making. A graphic illustration of the framework and a
detailed description of the competencies are provided in Rapid Reference 1.1.
Rapid Reference 1.1 CASEL’s SEL

Framework
HOW? WHAT AND WHERE? WHY?
COMMUNITIES
& CAREGIVE Research-based
Implementation Focus ILIES RS
FAM Student Outcomes
Areas SCHOOLS
Short-Term
SSROO M Improved Attitudes About
CLA S
Self, Others, and Tasks
Build Foundational Perceived Classroom and
Support and Plan School Climate
SELF- SELF-
AWARENESS MANAGEMENT
Positive Social Behaviors
Intermediate
and Relationships
Strengthen Adult SEL Academic Success
SOCIAL
Competencies and AND Fewer Conduct Problems
Capacity SOCIAL
EMOTIONAL
RESPONSIBLE Less Emotional Distress
LEARNING
AWARENESS DECISION
MAKING Less Drug Use
Promote SEL for RELATIONSHIP

High School Graduation
Students SKILLS College/Career Readiness
Long-Term
EL e
at Safe Sexual Behaviors
S
In s im
Sc tr u Cl ie
s Healthy Relationships
ho c tio n ro o m l i c
olw & C la s s o Mental Health
Reflect on Data for
id e &P
Continuous Improvement culture, Practices, Reduced Criminal Behavior
Auth Civic Engagement
en tic Par tnerships
A li g
ned ti e s
L e ar n in g O p p o r t u n i
Source: Core SEL Competencies, from CASEL. © 2017, CASEL.
The CASEL 5:
Self‐awareness
The abilities to understand one’s own emotions, thoughts, and values and how
they influence behavior across contexts. This includes capacities to recognize one’s
strengths and limitations with a well‐grounded sense of confidence and purpose.
Examples:
Integrating personal and social identities
Identifying personal, cultural, and linguistic assets
Identifying one’s emotions
Demonstrating honesty and integrity
Linking feelings, values, and thoughts
Examining prejudices and biases
Experiencing self‐efficacy
Having a growth mindset
Developing interests and a sense of purpose
Self‐management
The abilities to manage one’s emotions, thoughts, and behaviors effectively in
different situations and to achieve goals and aspirations. This includes the
capacities to delay gratification, manage stress, and feel motivation and agency to
accomplish personal and collective goals.
Examples:
Managing one’s emotions
Identifying and using stress management strategies
Exhibiting self‐discipline and self‐motivation
Setting personal and collective goals
Using planning and organizational skills
Showing the courage to take initiative
Demonstrating personal and collective agency
Social awareness
The abilities to understand the perspectives of and empathize with others,
including those from diverse backgrounds, cultures, and contexts. This includes
the capacities to feel compassion for others, understand broader historical and
social norms for behavior in different settings, and recognize family, school, and
community resources and supports.
Examples:
Taking others’ perspectives
Recognizing strengths in others
Demonstrating empathy and compassion
Showing concern for the feelings of others
Understanding and expressing gratitude
Identifying diverse social norms, including unjust ones
Recognizing situational demands and opportunities
Understanding the influences of organizations and systems on behavior
Relationship skills
The abilities to establish and maintain healthy and supportive relationships and to
effectively navigate settings with diverse individuals and groups.This includes the
capacities to communicate clearly, listen actively, cooperate, work collaboratively to
problem solve and negotiate conflict constructively, navigate settings with differing
social and cultural demands and opportunities, provide leadership, and seek or offer
help when needed.
Examples:
Communicating effectively
Developing positive relationships
Demonstrating cultural competency
Practicing teamwork and collaborative problem solving
Resolving conflicts constructively
Resisting negative social pressure
Showing leadership in groups
Seeking or offering support and help when needed

Standing up for the rights of others
Responsible decision making
The abilities to make caring and constructive choices about personal behavior and
social interactions across diverse situations. This includes the capacities to consider
ethical standards and safety concerns, and to evaluate the benefits and conse-
quences of various actions for personal, social, and collective well‐being.
Examples:
Demonstrating curiosity and open‐mindedness
Identifying solutions for personal and social problems
Learning to make a reasoned judgment after analyzing information, data, and facts
Anticipating and evaluating the consequences of one’s actions
Recognizing how critical thinking skills are useful both inside and outside of school
Reflecting on one’s role to promote personal, family, and community well‐being
Evaluating personal, interpersonal, community, and institutional impacts
Source: From CASEL with permission. ©2017 CASEL. All rights reserved. Learn more at
www.casel.org.
The degree to which teachers have knowledge and skills in these competencies
is an area where concern is warranted, given that teacher‐preparation programs
traditionally have not incorporated SEL into their curriculum. Likewise, many
state certification requirements do not include knowledge and skills in SEL.
A recent study of teacher preparation programs in the United States was con-
ducted by the University of British Columbia’s Department of Educational and
Counseling Psychology and Special Education. The study scanned teacher educa-
tion programs in colleges of education throughout the United States. The pur-
pose of the scan was to examine what states require teachers to know about SEL
for certification and what institutions of higher education actually teach these
teachers. Results of the study showed that while all states require some level of
SEL knowledge and skills for teacher certification, none of the states require
knowledge and skills in all five of the SEL competencies. Greater than half of the
states require teachers to have knowledge in teaching three of the SEL competen-
cies—self‐management, relationship skills, and responsible decision making—
but less emphasis was placed on the SEL competencies of self‐awareness and
social awareness. While most pre‐service programs fell short of providing com-
prehensive training in SEL, there were three exemplary programs identified in
the report (Schonert‐Reichl, Kitil, & Hanson‐Peterson, 2017). These are
described in Rapid Reference 1.2.
Rapid Reference 1.2 Exemplary

Programs Where SEL Content Is Included
in Pre‐service Teacher Preparation*
Academy for Social‐Emotional Learning in Schools (Academy
for SEL), College of Saint Elizabeth and Rutgers University
The Academy for SEL is a partnership between the College of Saint Elizabeth and
Rutgers University. It offers an online credentialing program designed to help school
professionals develop the competencies needed for successfully implementing social
emotional learning, character development, and positive culture and climate
initiatives schoolwide. Students earn a certificate in social emotional learning and
character development with a concentration in either school leadership or
classroom instruction. Participants in the program benefit from exclusive access to
an online professional learning community (PLC), which provides resources, online
discussion forums, access to a secure resource library, and access to program
mentors. The program’s faculty and mentors include highly experienced teachers,
principals, district leaders, superintendents, and higher education professionals who
have significant experience in implementing social emotional learning and school
culture and climate initiatives at the school and district levels. The program is
co‐directed by Patricia Heindel, PhD, and Maurice Elias, PhD.
Center for Reaching and Teaching the Whole Child (CRTWC),

San Jose State University
The CRTWC views SEL from a systemic perspective, rather than as an add‐on
program. The program seeks to transform teacher preparation by integrating SEL
competencies and culturally responsive teaching practices into course content
and field experiences. SEL is infused into the fifth year of the K–8 teacher
certification program using a framework developed for the program called the
Social, Emotional, and Cultural Anchor Competencies Framework. It focuses on a
broad set of SEL competencies needed by teachers and students, along with
specific strategies for teaching them, and refers to this as the Social‐Emotional
Dimensions of Teaching and Learning (SEDTL). The program’s executive director
is Nancy Markowitz, PhD.
Attentional Teaching Practices (ATP), University of Pittsburgh
The ATP program helps pre‐service teachers enrolled in the Master’s in Teaching
program learn to focus on the psychological space for learning. Students who are
getting certified to teach in middle and high school are taught mindfulness and
self‐regulation strategies to increase their own self‐awareness and recognize their

own emotional triggers. The program focuses on how to create a classroom
environment that is optimal for implementing other pedagogical practices. While
not a complete SEL program, the ATP is a yearlong program that helps teachers
learn how to manage and cope with the future stresses they might experience as
a teacher. The program was co‐created and is co‐taught by Tanner Wallace, PhD,
and Shannon Wanless, PhD.
Source: Modified from Schonert‐Reichl, K.A., Kitil, M.J., & Hanson‐Peterson, J. (2017). To reach
the students, teach the teachers: A national scan of teacher preparation and social and emo-
tional learning. A report prepared for the Collaborative for Academic, Social, and Emotional
Learning (CASEL). Vancouver, BC: University of British Columbia.
What this means is that although most states don’t require teachers to have
knowledge and skills in SEL, teachers are required to teach and promote student
SEL competencies. This gap between what teachers are required to know about
SEL and what they are required to teach students is an area where schools must
prioritize their efforts in order to implement a sustainable approach to SEL.
These are but a few of the many challenges faced in implementing SEL, but
these are by no means the only ones. Implementation of SEL is a comprehensive
process involving many stakeholders and many aspects of a school’s or district’s
operations. It is not a “one‐size‐fits‐all” model. Rather, it is a process through which
a school or district must include all stakeholders and all systems involved. It
requires a thorough analysis of all programs, resources, policies, procedures, oper-
ating guidelines, and other relevant data, which can then be used to inform a
multistage plan for aligning all system components, allocating resources, identify-
ing targeted areas of need, and implementing with fidelity and integrity. A detailed
discussion of implementation planning will be discussed further in Chapter 14.
DEFINING SEL
One of the most difficult challenges at the outset of implementation is that of under-
standing and agreeing on what SEL is. The ambiguity in defining SEL has led to
many terms being used to describe it. While some refer to it as soft skills, others use
terms like non‐cognitive skills, emotional intelligence, or character education to describe
it. Some prefer to describe SEL through programming models such as mindfulness
education or through frameworks such as Positive Behavior Interventions and Supports
(PBIS). Not only is there a lack of common language in describing SEL, but also
studies indicate there is a lack of understanding and agreement on the perceived
benefits of SEL. While parents and educators understand and agree that SEL skills are
critically important, there is less agreement on the exact benefits of these skills. In a
study conducted by the World Economic Forum (2016), more than 2000 educators
and parents from around the world were surveyed regarding the perceived benefits of
SEL. Results showed that educators and parents alike believed the primary benefit of
SEL was to achieve better classroom management and discipline. In a large majority
of those surveyed, there was less understanding of the broad benefits of SEL, such as
how it impacts academic achievement, or college and career readiness. There also was
less awareness of the role SEL can play in improving general health and in mitigating
the negative effects that can occur from exposure to some of life’s most difficult chal-
lenges, such as poverty, violence, trauma, abuse, and neglect.
Take, for example, the Anchorage School District in Alaska. The largest dis-
trict in a state that ranks among the highest per capita in rates of child abuse and
domestic violence, this district has more students exposed to violence and trauma
than in most other states (Boss, 2011). Exposure to these types of adverse child-
hood experiences (ACEs) places these students at risk for poor educational, social,
health, and economic outcomes. The Anchorage School District recognized the
need to combat these risk factors, and in 2006 it became one of the first school
districts in the United States to adopt a set of SEL standards for both students
and teachers (Education First, 2016). Since then, these standards have been
implemented in kindergarten through 12th grade classes and have transformed
the business of educating students in the Anchorage School District (Davis,
2018). Is it working? Educators and parents alike believe it is making a difference,
but results aren’t that easy to quantify. That may be because the skills themselves
aren’t easy to quantify, and without high‐quality assessment tools to help, educa-
tors won’t be able to determine which instructional strategies work and which
ones are ineffective and may be wasting critical resources.
The science behind SEL recognizes the need for resources to help clarify and
provide guidance in assessing and quantifying these skills, but this field is just
beginning to grow, albeit rapidly. While data can and should be used to help
inform and guide instruction (and, thus, ensure adequate use of resources), it’s
also important to understand that the purpose for the data is not to detract from
other important activities, but to enhance those activities.
Establishing the Critical Areas of Competence

Throughout the history of SEL, there have been ongoing challenges to under-
standing exactly what it is, despite the various definitions and descriptions
provided in the literature. SEL has been described by many as a concept for
which it is difficult to “wrap one’s head around.” As previously mentioned, this

may partially be due to the differences in terminology being used to describe it,
but it also is largely due to a lack of agreement about how it should be conceptu-
alized, defined, and quantified. This ambiguity translates into a host of chal-
lenges, particularly in communicating the concepts and how they are connected
to specific skills, but also in successfully obtaining resources and funding, and
adequately translating research into practice, among others.
There are more than 100 SEL frameworks identified in the research, and each
has been developed for specific purposes, but primarily to facilitate social and
emotional development. Each framework employs its own language that is
aligned to that framework’s goals, so terminology is often different for each
framework. This makes contrasting and comparing frameworks extremely chal-
lenging and complicated. Additional frameworks continue to emerge each year,
adding to the already cluttered and confusing landscape.
In an effort to add clarity and address some of these dilemmas, Harvard
University’s Graduate School of Education undertook the Taxonomy Project.
One of the outcomes of the project was the creation of a web‐based platform that
showcases areas where SEL frameworks align and areas where they diverge (Jones,
Bailey, & Nelson 2019). The project examined more than 40 SEL frameworks
and the non‐academic domains covered by each framework. The frameworks
were selected for inclusion in the project based on three criteria: (a) being repre-
sentative of a wide range of disciplines, (b) being widely adopted, and (c) includ-
ing descriptive skills, traits, competencies, strengths, mindsets, and/or attributes
that were defined and could be coded (EASEL Lab, 2020).
One of the goals of the project was to enable users to compare the skills within
each framework and across the different frameworks so they could then be con-
nected back to evidence‐based practices. Since skills may be labeled differently
across the various frameworks, the project was especially mindful of the need for
clarity and transparency in defining the skills so that decisions about interven-
tions and strategies could be better informed. In other words, through the work
of the project, specific skills were identified for six different non‐academic
domains, and the skills were then connected to those that may be labeled differ-
ently in the various frameworks. For example, under the cognitive domain, the
skill of inhibitory control is identified as self‐management under the CASEL
framework, but under the Building Blocks for Learning framework, it is identi-
fied as executive functions. Categorizing skills according to the six non‐academic
domains allows the skills to be connected across the frameworks and eliminates
confusion created by the various terms used to describe the skills. Consequently,
practices can be better aligned with the scientific evidence that supports them.
Consensus About SEL

While the Taxonomy Project adds clarity and helps address some of the dilemmas
in the field, there are individuals who have raised questions about the efficacy,
legitimacy, and appropriateness of SEL in education. To be clear, many (if not
most) educators have embraced the principles and practices of SEL and believe it
improves learning and performance, while removing some of the barriers to edu-
cational equity in schools. These proponents advocate for SEL as a viable means
of improving student and system outcomes. However, there are those who express
doubts about the claims that SEL offers. There also are those who believe it to be
more than an educational initiative, and therefore not appropriate in education.
In general, opposing views of SEL can be categorized into two areas: (a) those in
which the efficacy and legitimacy of SEL are called into question, and (b) those
in which SEL is viewed as an ideological belief system.
Opponents of SEL who are not completely convinced of its effectiveness or its
research‐supported legitimacy respectfully argue that SEL advocates have not
clearly identified what it is and have oversold the research. Given the ambiguity in
defining what SEL is and the confusion over terminology (as previously discussed),
these arguments are valid, but not confirmatory. The existence of a vast number of
SEL frameworks has not helped dismiss the argument either. Although efforts
such as the Taxonomy Project might help diminish some of the confusion, a cer-
tain amount of ambiguity will continue, so long as there are more than 100 SEL
frameworks from which to choose. The prominent work done over the past several
decades by organizations such as CASEL (2017), the Committee for Children
(2020), and the Search Institute (2020), among others, has helped increase the
understanding of what SEL is, and may also be helping to propel some of these
frameworks to the forefront in education. Indeed, the CASEL framework has
become the most widely adopted framework in schools during the most recent
years. As more schools adopt a framework for SEL, the level of transparency will
continue to increase, leading to a corresponding decrease in the level of ambiguity
and confusion in the field.
Opponents of SEL also argue that advocates have oversold the research and are
promoting SEL as the solution for all the problems in education, including the dispro-
portionate achievement gaps, the disproportionate disciplining of certain subgroups of
students, and the overreliance on standardized test scores. These opponents further
argue that disagreements in the field over how to measure and assess the outcomes of
SEL make it challenging to prove effectiveness. Proponents of SEL, however, counter-
argue that SEL is based on a body of educational research spanning several decades.
In fact, Shriver and Weissberg (2020) point out that “the evidence supporting SEL
doesn’t come from a single set of studies but from the coming together of many strands
of rigorous research,” and “this research demonstrates that well‐implemented, universal
SEL programming, both in and out of school, promotes a broad range of short‐ and
long‐term academic and behavioral benefits for K‐12 students” (p. 54). Proponents
further argue that SEL has not been driven by any federal mandates but has been
“based on the emerging consensus of successful communities, convinced that this is
the missing piece in American education” (NCSEAD, 2019, p. 8).
Other arguments in opposition to SEL raise concerns about the adoption of SEL
standards. Essentially, opponents of SEL believe these standards will become the
non‐academic version of the Common Core State Standards Initiative (2020) and
that schools will be measured on how students feel and on students’ social behaviors
(Gorman, 2016). Ideological opponents further argue that SEL is a “nationwide
effort to develop government standards for kids’ feelings, social behavior, and rela-
tionships” (Pullman, 2016) and is nothing more than social engineering. Pullman
(2016) likens SEL to a “liberal social agenda on race and sexuality” and states that
“[it] is all about psychologically and emotionally manipulating children in order to
push a certain political agenda.” Advocates for SEL contend that it is not ideological
at all but is based on research and knowledge of strategies that support learning in a
social context and promote healthy development. Advocates further argue that these
strategies have proven far more effective than the traditional policies and practices
that have long relied on blame, control, and punitive approaches.
Clearly, there is much work to be done to gain consensus on whether social
and emotional development are two critical dimensions of learning. While
healthy and respectful debate can be useful and can lead to constructive results,
there also is the possibility that the debate will become one that is less focused on
the educational benefits and more focused on political and ideological issues.
Indeed, it has been suggested that critics are “gearing up for another education
war, one that could easily become as nasty, divisive, and damaging as the reading
wars, the math wars, and—the mother of all education wars—the war between
progressive and conservative philosophies of education” (Zhao, 2020).
If SEL is to be successful, there must be ongoing research and evidence to sup-
port its efficacy, along with a commitment to the hard work needed to lay a
foundation for success and ensure implementation with fidelity. Evaluating out-
comes of SEL must include a comprehensive process for collecting, reviewing,
and analyzing qualitative and quantitative information, all of which can be
undermined by inappropriate and incohesive data. Proven metrics and systematic
methodology will be essential to the decision‐making process. Finn and Hess
(2019) offer seven suggestions for avoiding pitfalls and delivering on SEL’s prom-
ise. A description of these suggestions is provided in Rapid Reference 1.3.
Rapid Reference 1.3 Seven

Suggestions for Avoiding the Pitfalls
of SEL and Delivering on Its Promise
1. Slow down and focus on getting it right. While the need for SEL may be
high, going fast may not be the best approach. Growing the program steadily
and slowly will make it possible to focus on doing it wisely and well. A cali-
brated rollout can increase the likelihood of positive change.
2. Be clear about what SEL is and is not. It can be tempting and much
easier to build momentum and win allies by offering an inclusive or generic
definition of SEL, but proponents need to make clear that SEL is not a
replacement for rigorous instruction. Instead, it enhances instruction. It rests on
legitimate research, and it is part of preparing students to become competent
adults and responsible citizens.
3. Make sure that character and civic education loom large in the SEL
portfolio. The link between SEL, civic education, and character education is
equally as important as the link between SEL and academic achievement.
Promoting character formation and preparation for responsible citizenship
should be critical elements of the SEL portfolio.
4. Making schools safer is an appealing facet of SEL, so long as the
transcendent point is student safety, not adult agendas. The goal of
SEL should not be about promoting political and legal debates over discipline
policy and practices, but should adhere to the goal of making students feel safe
and valued. Strategies for doing this should be held to the standards of
evidence, not to standards that are ideologically friendly or politically useful.
5. Parental enthusiasm for SEL is healthy, but it ought not to become
a free pass for academic frailty. Social emotional learning is inextricably
linked to academic learning, and it is important to help parents understand this.
Policy makers can help by making vivid connections between SEL and academic
achievement on report cards and through accountability systems.
6. Make it a priority to develop valid, reliable, intuitive metrics for
SEL—and be honest about their limits. More reliable instruments are
needed for measuring SEL. This will improve credibility while also allowing
schools to view SEL outcomes alongside academic data. School climate
surveys are a start, but they are subjective and thus not sufficient. A relentless
commitment to evidence will increase credibility, but when evidence is shaky, it
should be acknowledged and not downplayed. Emphasis on transparency and
integrity is critical and includes distinguishing between “solid evidence” and
“thoughtful opinion.”
7. In celebrating “evidence‐based” practices and encouraging further

research, be wary of analysts who give short shrift to how their
findings translate to the real world. Evidence‐based recommendations
often play out better in controlled environments than they do in the real
world. SEL does not yet have large sets of data on implementation, and while
this is needed, careful evaluation of efficacy will be critical. SEL researchers and
advocates should seek feedback and evidence on what can go wrong in the
real world when considering which interventions can make a difference and
under what conditions.
Source: Finn, C.E., & Hess, F.M. (2019). What social and emotional learning needs to succeed
and survive. Washington, DC: American Enterprise Institute. Reprinted with permission of
Finn, C.E., Jr., Hess, F. and EducationNext.
THE NEED FOR A COMMON LANGUAGE, A COMMON

PERSPECTIVE, AND A COMMON VISION
Given the myriad of challenges in understanding what SEL is and how interven-
tion approaches should be aligned with scientifically supported practices, the
implementation process can be challenging. As with any new initiative, there
must be a plan, but the plans used by many schools have not always been well
prepared, nor have they been as comprehensive as they should be. This may be
due to the nebulous nature of SEL, but it is more likely due to schools’ percep-
tions of SEL as an add‐on program or service. Developing an implementation
plan for SEL involves so much more. It is effort‐intensive and must be viewed
through a lens that extends beyond programming.
As a precursor to developing a school‐ or district‐wide implementation
plan, schools should begin by engaging a group of key stakeholders. The pri-
mary goal for this group is to focus on sustainable implementation of SEL.
Accomplishing this goal would involve an in‐depth process whereby the
school’s or district’s infrastructure is thoroughly examined to ensure it can
sustain SEL efforts (this will be discussed in more detail in Section III). Given
that most schools struggle with an imprecise understanding of SEL, the
group’s first responsibility would need to focus on eliminating some of the
common misperceptions and misunderstandings that obscure the real mean-
ing of SEL and its potential benefits. A recommended approach for this
involves three critical steps that can help lay a foundation for the group’s
future successes. For a complete description of the three‐step process, read
Rapid Reference 1.4.
Rapid Reference 1.4 Three‐Step

Process for Developing a Common Vision
Step 1: Establish a common language. This first step focuses on clarifying
the language and terms used to describe SEL and then defining it in terms that
are understood by everyone. In this step, members of the stakeholder group
identify the many terms used to describe SEL, then discern which of these terms
better describe programs, frameworks, skills and competencies, or any other
aspect of SEL. Differentiating between the terms should include references to
scientific evidence when additional clarification is needed. The group strives to
define the terms in clear and precise language, avoiding any jargon or acronyms,
so the terms are observable and recognizable to everyone. The group then
decides which term or terms will be used by everyone to describe SEL and its
skills and competencies, along with any programs, strategies, or interventions that
may be used as evidenced support. The group clarifies and articulates the
importance of everyone using these terms consistently in all communications
between staff, students, parents, and community members. For example, if “SEL”
is the term that is chosen, then all stakeholders should agree on a definition of
what it is, the skills and competencies on which it will focus (list them), and how
it will need to be supported by various programs, interventions, and instructional
strategies, all of which will need to be discussed when developing the implemen-
tation plan. See “Case Example: Texas Collaborative for Emotional Development
in Schools (TxCEDS)” for a practical application of the importance of establish-
ing a common language.
Step 2: Establish a common perspective and understanding of the
issues. This second step helps identify the key issues needing to be addressed. In
developing a clear understanding of these issues, stakeholders will need to give
key consideration to the core values identified by the school or district, and how
(or if) they are being reflected in the school’s or district’s vision, mission, policies,
procedures, and guidelines. This step involves an open discussion about issues that
impact school culture and climate, as well as equitable access to education (e.g.,
disproportionate practices), cultural considerations, and social and civic responsi-
bility. More detailed information on current challenges in education will be
discussed further in Chapter 4.
Step 3: Establish a common, or shared, vision. Once a common
perspective of the issues has been clearly defined, understood, and articulated,
a vision for SEL can be developed. In this step, key considerations should be
given to aligning the school’s or district’s core values with the vision and
mission statements. An elaboration on the role of core values will presented
in Chapter 9.
Once the three‐step process has been completed successfully, the school or
district can move forward with developing a detailed, multistage SEL implementa-
tion plan that includes goals, strategies, identified needs or resources, timelines,
anticipated outcomes, and methods for monitoring and measuring progress, as well
as for adjusting, changing, and improving the plan.
Source: An Introduction to Social‐Emotional Wellness in Texas Schools, A Guide for Schools,

Agencies, Organizations, Parents, and Communities. Nancy P. Razo, Ph.D., LSSP.Texas Collabora-
tive for Emotional Development in Schools. © 2017, SPEDTex.
APPLICATION OF THE THREE‐STEP PROCESS: A CASE

EXAMPLE
The following serves as an illustration of just how critically important it is to

establish a common language as the first step in the SEL implementation process.
It provides a detailed description of how one group overcame critical communi-
cation barriers and was able to develop a better understanding of the challenges
and issues schools face in implementing a sustainable approach to SEL.
Case Example:Texas Collaborative for Emotional Development

in Schools (TxCEDS)
The following information is based on information obtained from meeting documents,
personal knowledge, and observations related to the TxCEDS project that began in
2007 and ended in 2011 (M. Cordeau, personal communication, April 7, 2020).
Background
In 2007, the Texas Education Agency began a project to address the rising mental
health needs of students in Texas’s public schools. The project was led by the Region
4 Education Service Center and was known as the Texas Collaborative for Emotional
Development in Schools, or TxCEDS (Texas Education Agency & Region 4 Education
Service Center, 2010). A diverse group of key stakeholders representing parents, edu-
cators, mental health professionals, graduate training programs, child‐serving agen-
cies, and other organizations in the state was assembled in Austin, Texas. The group
was charged with developing a mental health model that could be used as a guide for
schools in addressing the escalating mental health needs in schools throughout Texas.
Process
The initial convening of the group focused on establishing the committee’s purpose
and identifying project outcomes. After researching, examining, and discussing the
issues on school mental health, the committee than set out to prioritize the issues
and begin the process of developing a proactive, state intervention model. As discus-
sions evolved, the committee began to realize that the development of a school‐
based model was far more complex than originally anticipated. The evolution of
this process brought to light a clear recognition that there could be no one solution
for the commonly shared problems that schools faced when addressing student
mental health. The committee acknowledged that this was largely due to the vast
differences between the school communities in Texas, but also was partly due to
how committee members perceived and understood the fragmented and complex
systems regulating eligibility for mental health services, how those services were
funded, availability and access to the services, and the occupational requirements
that governed the professionals providing those services.
Each stakeholder involved in the project held a very different perspective on
the issues of school mental health, and each member’s understanding of those
issues was directly influenced by how she/he perceived the eligibility determina-
tion process for services. This included how the need for services was established
and how the minimum standard of care was determined and evaluated.
Consequently, the varied perspectives on these issues (i.e., lack of a common
perspective) resulted in members struggling with how they might arrive at a pos-
sible solution to the problem.
During the early phases of the project, a significant amount of time was
devoted to increasing the committee’s understanding of school systems and
public education laws, including special education laws. Several non‐school
stakeholders and parents in the group expressed concern with public school
processes for identifying students who might need mental health services. Several
of these stakeholders felt schools were consistently denying services to children,
despite many of these students being diagnosed with mental health conditions.
However, when the school professionals in the group responded to this concern,
they explained that schools were obligated to provide educational services, and,
although some educationally related services might be considered mental health
services, the eligibility criteria for those services were established by education
laws, not mental health or healthcare laws. These school professionals described
the special education eligibility process (using acronyms commonly used in the
special education process) and the educational programs provided through special
education. This helped the committee members differentiate and better under-
stand the services provided in public schools from those provided in the private
sector or through public health services.
It soon became obvious to everyone that the language used to describe educa-
tional services was very different from the language used to describe mental
health services. Clearly, this was an area where misperception and misunder-
standing seemed to be perpetuating the problems and, ultimately, preventing any
possible solutions. The group quickly recognized that the language used among
the stakeholders (e.g., school vs. non‐school) was distinctly different, and fre-
quently focused on how children were diagnosed versus how they were catego-
rized, how services were educationally relevant versus clinically relevant, and how
credentials held by each professional were regulated differently. Ultimately, these
discussions led to the realization that a common language was essential in order
for the group to develop a common understanding and perspective on the issues,
for without a common perspective, the group would have difficulty arriving at a
common vision for developing viable solutions.
Critical Issues Identified

As a result of stakeholder input in the early phases of the project, the committee
identified three critical issues that were preventing them from understanding
the complex issues surrounding school mental health. After considerable discus-
sion, it became clear that the group was “admiring the problem” and that these
issues were creating barriers in their ability to move forward. Thus, the group
recognized that if they were to achieve their goal of working cooperatively to
develop a mental health model and guidance document for schools, they first
had to understand the issues from one another’s perspectives. These three critical
issues were:
1. The fragmented and complex mental health system that regulated
eligibility for services was creating significant confusion for everyone.
How those services were funded only added to the confusion.
2. Throughout the state, availability and access to mental health services
were extremely limited, and many of the group’s members weren’t even
aware that some of these services existed. This exacerbated the school
mental health problem and may have contributed to why so much of
the blame was being placed on schools.
3. The regulatory requirements that governed the professionals providing
mental health services differed for professionals in the private or public
sector compared to those in the educational sector.
Outcomes
The process for arriving at a common understanding and shared perspective on
the problem of school mental health required the group to investigate all issues
and conduct an in‐depth review of relevant data, including any procedures,
policies, or regulations that might have created limitations, constraints, or unin-

tended consequences for any of the sectors (i.e., private, public, or educational).
After this thorough review process, all members of the group had an improved
understanding of the issues underlying school mental health, as well as those fac-
tors driving the increased need for services. The three‐step process that guided
the group toward a common vision also enabled them to work toward the goal of
developing a school model for mental health support. Ultimately, the group
agreed that a proactive approach not only was more effective at preventing social,
emotional, and behavioral problems, but also would help reduce some of the
stigma surrounding mental illness. So, the group agreed that the model should
focus on promoting wellness, as opposed to focusing primarily on mental illness.
The project culminated in the development of the Texas School‐Based Social/
Emotional Wellness Model, which was based on a multitiered approach to preven-
tion and intervention. A detailed description of the model can be found in Rapid
Reference 1.5.
Rapid Reference 1.5 Texas

School‐Based Social/Emotional
Wellness Model
A description of the social‐emotional wellness model developed by the Texas
Collaborative for Emotional Development in Schools (TxCEDS) was printed by the Region
4 Education Service Center in Houston, Texas, and was disseminated to the 20 education
service centers throughout Texas in October 2010 (Texas Education Agency and Region
4 Education Service Center, 2010). The document describing the model was entitled
“Social‐Emotional Wellness in Texas Schools: A Guide for Schools, Agencies, Organizations,
Parents, and Communities.” A summary of the model is provided as follows.
The Texas School‐Based Social/Emotional Wellness Model was designed as a
comprehensive service delivery model to promote collaborative and coordinated
approaches for addressing whole student needs through a multitiered process.
Improvements in student, system, and school outcomes, as well as improvements
in the model itself, are informed by an ongoing and systematic review of data
collected from five critical components of the model. Each of these components
works in tandem with one another to ensure effectiveness and improve out-
comes. The five components are:
1. Fundamental concepts
2. School‐based service delivery model
3. Student outcomes
4. System outcomes
5. Continuous improvement process
The foundation of the model is based on two fundamental concepts, psychologi-
cal and educational principles. Knowledge and understanding of these principles
are considered necessary for facilitating the delivery of scientific, evidence‐based
practices in service delivery. To ensure understanding of these concepts, the
model promotes the development and maintenance of high professional stand-
ards through ongoing professional development, increased awareness of mental
health issues, and recognition of the diverse backgrounds and needs of students.
The school‐based service delivery process is the central focus of the Texas model. It
is promoted as a whole‐child approach designed to address barriers to student
learning and performance by connecting services within and between schools and
communities. Interventions for struggling students are identified through the school’s
systematic, problem‐solving process, and, if outside support services are available,
they are coordinated through collaborative partnerships with agencies and
organizations within the surrounding community. Through increased access to
resources and supports, schools are better able to eliminate some of the barriers to
student learning and performance for struggling students. Collaborative partnerships
with which a school might coordinate additional supports and services may include
early childhood intervention programs, private practitioners, faith‐based community
supports, behavioral health agencies, public health agencies, juvenile justice, children
and families, children’s protective services, and recreational programs, among others.
Contrary to the traditional model of service delivery, where interventions are
targeted for separate and distinct problems (e.g., failing grades, poor attendance,
substance abuse, bullying, delinquency, violence, etc.), this model offers a compre-
hensive, whole‐child approach to the problem‐solving process. Using intercon-
nected systems, collaborative partnerships, and systematic review processes,
barriers can be identified, and interventions can be developed to address the
breadth and depth of any student’s needs.
Implementation of the comprehensive school‐based service delivery process
ultimately leads to improved student outcomes, as well as improved system
outcomes, which are two critical components of the Texas model. When student
performance improves, so does system performance. Furthermore, when systems
at all levels (i.e., educational systems, social services systems, community systems,
family systems, etc.) share responsibility for students’ social and emotional
wellness, improved outcomes for students might be seen in the following areas:
• Academic achievement
• Discipline and behavior
• Social relationships
• School attendance
• Community involvement and civic responsibility

• Graduation and postsecondary enrollment
When schools experience improved outcomes for their students, they are
more likely to increase their operational capacity as well, thus leading to improved
system outcomes. While system outcomes might include better ratings on
accountability measures, these aren’t the only improvements that might result.
Safer and more supportive learning environments promoted through this model
also can lead to increased involvement from parents and community members
with expanded opportunities for a continuum of school–community programs
and services. With these opportunities, schools can further increase their capacity
for serving their students.
The fifth component of the Texas model is the continuous improvement process
that includes periodic and comprehensive annual reviews involving reflection;
input from all stakeholders; a systematic collection, review, and analysis of data; and
decision‐making procedures. Outcomes, results, and recommended improvements
are reported annually to stakeholders.
The committee also developed a complete training program and a guidance

manual to assist schools, parents, agencies, organizations, and community
members with implementing the model through a school‐ or district‐wide
approach to social and emotional wellness (in October 2010). The training was
disseminated to all 20 education service centers in Texas, with the goal being
broad dissemination to all schools throughout the 20 regions in the state.
As the project was finalized, the group credited the three‐step process, which
was implemented at the project’s inception, with the ultimate success for the
project. Without this process, they acknowledged they likely would have contin-
ued “to admire the problem,” thus wasting valuable time and resources.
TEST YOURSELF
1. Which of the following is the most probable explanation for the failure
of many schools to implement comprehensive SEL programs?
(a) The lack of availability of SEL curriculum programs
(b) Educators’ failure to implement programs with fidelity
(c) The lack of technology resources to support program implementation
(d) An overreliance on pre‐scripted programs and curricula as a sole
solution for SEL
2. There are many challenges that schools encounter when implementing

SEL, but one of the less recognized challenges is the need for:
(a) determining which SEL framework to implement.
(b) gaining stakeholder buy‐in.
(c) staff training in SEL.
(d) deciding on a SEL program and curriculum.
3. While there are a multitude of SEL frameworks, the most widely
adopted framework is:
(a) Developmental Assets.
(b) Building Blocks for Learning.
(c) Collaborative for Academic, Social, and Emotional Learning.
(d) Emotional Intelligence.
4. The CASEL framework focuses on the following core SEL
competencies:
(a) Self‐awareness, self‐management, social awareness, relationship skills,
responsible decision making
(b) Self‐awareness, self‐motivation, self‐management, relationships, responsi-
ble behavior
(c) Self‐awareness, self‐purpose, social awareness, student engagement,
(d) Self‐purpose, self‐management, social skills, relationship‐building skills,
5. Most teacher preparation programs in the United States include
comprehensive training in SEL.
(a) True
(b) False
6. Most educators and parents believe the primary benefits of SEL are to
(a) teach students critical social skills.
(b) achieve better classroom management and discipline.
(c) improve academic achievement.
(d) increase student performance on state assessment measures.
7. Critics of SEL argue which of the following?
(a) The research on SEL is not convincing and has been oversold by
proponents of SEL.
(b) The concept of SEL is ambiguous and confusing.
(c) SEL standards are destined to become the non‐academic version of the
Common Core State Standards Initiative.
(d) All of the above.
8. The nebulous nature of SEL often leaves schools to perceive it as an

add‐on program or service. For schools to develop a comprehensive
implementation plan, they must establish a common vision that extends
beyond a focus on programs. A three‐step process that can help with
this is as follows:
(a) Establish a common language; establish a common perspective or
understanding of the issues; establish a common, or shared, vision.
(b) Identify a group of stakeholders; conduct a research of evidence‐based
SEL programs; identify which SEL program will be purchased and
implemented.
(c) Obtain buy‐in from administrators and staff; review district policies and
procedures; develop a plan that is acceptable to everyone and aligns
with the district’s policies and procedures.
(d) Establish a staff position that is responsible for leading the SEL initiative;
develop a curriculum for implementing SEL instruction for a minimum
of 20 minutes each school day; determine a method for measuring and
reporting student progress.
9. One of the primary goals of the SEL stakeholder group is to:
(a) survey staff and parents to gain a better understanding of how each
group perceives the benefits of SEL.
(b) thoroughly examine the school’s or district’s infrastructure to ensure it
can sustain SEL efforts.
(c) identify the SEL program that will be implemented.
(d) develop recommendations for incorporating SEL measures into the
student report card.
10. In developing a district’s or school’s SEL implementation plan, key
considerations should be given to aligning the school’s or district’s core
values with the vision and mission statements.
(a) True
(b) False
Answers: 1, d; 2, c; 3, c; 4, a; 5, b; 6, b; 7, d; 8, a; 9, b; 10, a.
REFERENCES
Boss, S. (2011). Social and emotional learning: What experts say. Edutopia.
https://www.edutopia.org/social‐emotional‐learning‐experts
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017).
Framework and social and emotional learning (SEL) competencies. https://casel.
org/what‐is‐sel/
Committee for Children. (2020). What is social‐emotional learning? https://

www.cfchildren.org/what‐is‐social‐emotional‐learning/
Common Core State Standards Initiative. (2020). Preparing America’s students
for success. http://www.corestandards.org
Davis, J. (2018). Aligned in Anchorage. The Learning Professional, 39(4),
26–29, 35.
Education First. (2016). Social and emotional learning: Why students need it.
What districts are doing about it. https://education‐first.com/wp‐content/
uploads/2016/10/Education‐First_Social‐and‐Emotional‐Learning_‐
October‐2016.pdf
Ecological Approaches to Social Emotional Learning Laboratory [EASEL Lab].
(2020). Harvard Graduate School of Education. Retrieved April 21, 2020
from http://eploresel.gse.harvard.edu/faq/#included-frameworks
Finn, C. E., & Hess, F. M. (2019). What social and emotional learning needs to
succeed and survive. Washington, DC: American Enterprise Institute. https://
www.educationnext.org/what‐social‐emotional‐learning‐needs‐succeed‐survive/
Gorman, N. (2016). Critics of social emotional learning standards call it a fad,
‘non‐academic common core’. Education World. https://www.
educationworld.com/a_news/critics‐social‐emotional‐learning‐standards‐call‐it‐fad‐
non‐academic‐common‐core‐498184814
Jones, S., Bailey, R., Brush, K., & Nelson, B. (2019). Introduction to the
Taxonomy Project: Tools for selecting and aligning SEL frameworks. Measuring
SEL. https://measuringsel.casel.org/frameworks/
National Commission on Social, Emotional, and Academic Development
(NCSEAD). (2019). From a nation at risk to a nation at hope. Washington,
DC: ASPEN Institute.
Pullman, J. (2016). Tennessee to create ‘safe spaces’ in K‐12 schools. The Federalist.
https://thefederalist.com/2016/08/08/tennessee‐to‐create‐safe‐spaces‐in‐k‐
12‐schools/
Schonert‐Reichl, K. A., Kitil, M. J., & Hanson‐Peterson, J. (2017). To reach the
students, teach the teachers: A national scan of teacher preparation and social
and emotional learning. Report prepared for the Collaborative for Academic,
Social, and Emotional Learning (CASEL). Vancouver, BC: University of
British Columbia.
Search Institute. (2020). The Developmental Assets Framework. https://www.
search‐institute.org/our‐research/development‐assets/developmental‐assets‐
framework/
Shriver, T. P., & Weissberg, R. P. (2020). A response to constructive criticism of
social and emotional learning. Phi Delta Kappan, 101(7), 52–57.
Texas Education Agency and Region 4 Education Service Center. (2010). Texas
Collaborative for Emotional Development in Schools (TxCEDS) Stakeholder
Group report: Social‐emotional wellness in Texas schools: A guide for schools,
agencies, organizations, parents, and communities (Project Coord. D. Black).
Houston, TX: Region 4 Education Service Center.
World Economic Forum. (2016). New vision for education: Fostering social and
emotional learning through technology. http://www3.weforum.org/docs/
WEF_New_Vision_for_Education.pdf
Zhao, U. Y. (2020). Another education war? The coming debates over social
and emotional learning. Phi Delta Kappan, 101(8). https://kappanonline.
org/another‐education‐war‐social‐emotional‐learning‐debates‐zhao/
Two
HISTORICAL INFLUENCES ON
THE EMERGENCE OF SEL
INTRODUCTION
The knowledge we gain from his-

tory is not only informative, but DON’T FORGET
transformative as well. It gives us Understanding SEL from a historical perspec-
insight into current‐day prob- tive helps us move from admiring existing
lems, provides context to our problems to promoting viable solutions.
efforts, guides us forward, and
encourages us to think critically about future efforts as we strive to advance and pro-
mote SEL in schools. This chapter will explore recent events to highlight how aware-
ness of the need for SEL has been propelled to the forefront of education. This will be
followed by an investigation into past events, primarily within the United States, from
which SEL has emerged, to illustrate how it has evolved over several decades. Through
this systematic review, we can reflect on the impact of SEL and subsequently analyze
how it might guide our efforts forward to help influence positive outcomes for our
students. The goal of the review is not to memorize a bombardment of facts or to
confirm and admire existing problems, but to use the information constructively to
help us conceptualize a best approach for moving forward and advancing our efforts.
RECENT EVENTS
COVID‐19 Pandemic 2020
The pandemic of 2020 drove concerns about emotional functioning into the spot-
light for people of all ages, but especially for children and youth on whom the
impact of social distancing and social isolation had the most debilitating effects. As
Essentials of Social Emotional Learning (SEL): The Complete Guide for Schools and Practitioners,
First Edition. Donna Lord Black.
© 2022 John Wiley & Sons, Inc. Published 2022 by John Wiley & Sons, Inc.
Companion website: www.wiley.com/go/black/essentialsofsel
29
the virus worsened and spread, the prolonged isolation from being quarantined led
to growing concerns for how it was impacting young people’s social and emotional
well‐being. These concerns became far more worrisome as the quarantine extended
into months. Interestingly, while there also were concerns for the physical health of
children and youth, these were perhaps tempered by early reports in which it was
originally believed that younger people were less susceptible to contracting the virus.
Consequently, worries over their physical safety were less concerning, that is, until
the quarantine progressed. As the virus grew and spread, reports of younger people
contracting the virus began to emerge and the medical community began to further
explore these cases. What they soon discovered was that the virus manifested differ-
ently in young people than it did in the older population. Thus, health concerns for
children and youth began to rise, and the virus soon became linked to a new inflam-
matory syndrome with serious implications for young people’s health. Additional
information about this syndrome can be explored in detail in Rapid Reference 2.1.
Rapid Reference 2.1

Inflammatory Syndrome in Young People Linked to COVID-19
Although adults (especially older adults) were thought to be at greater risk for
contracting the virus, it quickly became evident that children and youth were not
immune. Clusters of children began to emerge with a COVID‐19‐linked illness called
pediatric multisystem inflammatory syndrome (PMIS).This syndrome resembled a rare
inflammatory illness very similar to Kawasaki disease, but manifested differently
because children and youth exhibited a higher degree of physical shock, akin to toxic
shock syndrome. While the COVID‐19 virus was primarily a respiratory disease in
adults, PMIS was known to affect the organs and blood vessels in children and youth.
Medical experts were not sure that PMIS was caused by the virus, but they were
sure that there was a relationship between the two. Many of the children and youth
who were diagnosed with PMIS were found to also carry the COVID‐19 virus, and
a significant number of these children and youth had been exposed to a person
infected by COVID‐19. The first U.S. cases of PMIS emerged in New York, about a
month after a surge of COVID‐19 infections were reported in that region, but cases
were also reported in England, one of which resulted in death (MacMillan, 2020).
Of the total number of COVID‐19 cases reported in the United States, only
2 percent of those cases were reported in children and youth, and they ranged in
age from infants to teenagers (Melillo, 2020). Thus, as more cases of PMIS began
to emerge, concerns for children’s and youth’s physical health increased among
parents and healthcare providers and added to the challenges of returning
children to school and childcare facilities.
HISTORICAL INFLUENCES ON THE EMERGENCE OF SEL 31
The growing concerns for the physical safety of children and youth further
compounded the existing worries over their social, emotional, and mental well‐
being, leaving parents and experts to grapple over how to maintain physical safety
without sacrificing their need for social and emotional development and their
mental health. This dilemma was the basis behind every decision being faced by
parents, educators, schools, and childcare providers as recovery efforts began. The
discussion that follows will focus on that perspective and the resulting outgrowth
of SEL as awareness grew.
As the disastrous effects of the pandemic grew clearer, so did the long‐term
implications. One of the most significant concerns, as noted, was the lasting
impact it might have on children and youth in relation to their social, emotional,
and mental well‐being. Parents and children alike struggled to cope with the
pandemic’s upheaval on their lives, but for many, the effects of sheltering in place
and social isolation left them with feelings of emotional despair. Parents and
educators grappled with distance learning, and for some students, educational
experiences were grossly inequitable. For many families, the economic devasta-
tion caused by the pandemic meant the loss of jobs and an accompanying loss of
income, which worsened the distress caused by the situation. For those who were
already without jobs and a source of income, or living at a poverty level, the
impact was completely devastating.
Though the COVID‐19 pandemic was felt by generations of people, history
has shown that disasters typically have a greater psychological impact on children
than they do on adults. However, the impact can vary by age, environmental
conditions, exposure to the disaster, and levels of support from parents and other
adults. If parents or adult caretakers of children also suffer from distress or a
mental illness, the psychological impact is greater for these children (Fothergill,
2017). Indeed, studies have shown that parental distress is sometimes the strong-
est predictor of their children’s distress (Norris, Friedman, & Watson, 2002,
p. 237). So, while there is a widespread assumption that children have great resil-
iency and will simply bounce back from a disaster, this is true only if they receive
proper care and supports.
The children and youth of the COVID‐19 pandemic, like other children and
youth who have experienced disasters, were trauma impacted. As they became
more and more isolated from one another, they struggled to cope, both emotion-
ally and behaviorally, and a corresponding need for supports grew. At the outset
of the quarantine, there was an unprecedented demand for information on social
and emotional development, and it was unlike anything SEL advocates had
witnessed prior to the pandemic. A plethora of resources began to surface on the
internet and through social media, and although most of these were made avail-
able to the general public at no cost, accessibility was a barrier for many. As the
awareness and need for SEL grew and became more distinct, so did concerns and
questions. School leaders and educators voiced growing concerns for how these
trauma‐impacted children would be supported when they returned to schools.
They began advocating for SEL as a viable approach, and discussions about how
to effectively support these students became part of the critical debate on school
re‐openings. In addition, it became increasingly clear that school staff would
need training in trauma‐informed practices so they could better meet the needs
of the children when they returned. More interestingly, school leaders were con-
cerned with how staff would adjust to school re‐entry and what supports they
might need, having been trauma impacted themselves.
After several months of quarantine and in the weeks leading up to a lifting of
the quarantine, communities began examining the re‐opening of schools. This
became an enormous undertaking because there was still so much that was
unknown about the virus (primarily because of a limited amount of scientific
data). Consequently, plans had to include multiple options and various require-
ments, such as allowing physical distance among and between staff and students,
equipping schools to maintain safe and sanitized environments, and equipping
school health staff with appropriate healthcare supplies and personal protective
equipment. As schools began exploring these options, they also recognized that
there might be accompanying ripple effects. For example, the limitations of the
physical‐distancing requirement might mean that not all students could return to
a full school schedule, which might subsequently mean inequitable opportunities
for some students. There were various consequences for each potential scenario,
and each was of concern.
Despite these issues and given the ongoing uncertainty surrounding the virus
(e.g., potential for a second outbreak), there remained a significant amount of
doubt and hesitation regarding how and when students should return to school.
One thing was certain, however: Whenever they returned, the need for staff and
student supports would be immediate and intense. Concurrent concerns about
academic growth were equally disturbing, and the debate over which would take
precedence ensued, as illustrated in Rapid Reference 2.2.
Influence of Exclusionary Discipline Practices on School Safety

Prior to the pandemic of 2020, school shootings, bullying, and other school
safety issues had risen to the forefront of concerns by parents, educators, com-
munity members, and policy makers. With the onset of the pandemic and the
subsequent closings of schools, concerns naturally shifted away from these issues.
However, this shift was likely only temporary. This section will explore how
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Come, we will go and see how calm he looks in his majestic repose;”
and, without waiting for a reply, he drew her in through the heavily-
wrought curtains to the large, dimly-illumined apartment, where rested
a metal burial-case which contained all that was earthly of the gray-
haired chief, known as Morrillo, the bandit’s pride, there in the gloomy
fortress, and as Claudius Etheredge in the brilliant Roman home. But
none who met him at the brave display of chivalry, or in the more
courtly halls of etiquette, dreamed their haughty yet affable host was
the famous Morrillo, whom they feared and dreaded.
“He was my own dear friend,” Arabel said, in a low voice. “How will
you bury him?” she added, quickly, thinking of her own parents.
A mournful smile lighted Claud’s beautiful face for a moment as he
replied, “Tonight the carriage will come from Etheredge Hall, and
tomorrow he will be buried in state from our royal home. I shall be chief
mourner, sole mourner as to that part, except a few fawning relatives,
who know nothing of the dead, except that he is reputed to leave a
princely fortune;” and a darkly bitter smile crossed the young Italian’s
face. “I hate such detestable hypocrisy,” he said, “but my father always
had it to bear, and I must take his place in everything. So help me,
father!” and he bowed his head, and laid his hand on the cold, damp
brow.
Arabel was startled, alarmed, terrified, at his strange words. “How
can he go to Etheredge Hall?” she said, “Lord Etheredge is away, and
does not expect to return for thirty days, at least.”
“How know you?” exclaimed Claud, earnestly.
“My Uncle Fay Ortono, who married Lady Emelie Etheredge, half
sister to the noble lord,” was the reply.
“Then they are not your relatives,” he said. “But tell me, Bel, if you
can keep a secret.”
She nodded, silently and wonderingly.
“What is my name?” he asked.
“Claud Morrillo,” said Arabel, proudly.
Claud smiled sadly, and said, “Yes, to you I am; but I have two
names. Now, mind what I say, Arabel,” he said, sternly grasping her
arm; “my father and Lord Etheredge are one and the same person,
and I am now to take his title, and be Lord Etheredge in his stead. But,
by the acquaintance we have had with each other, Arabel Ortono, and
by the remembrance of our many meetings here, I warn you to tell no
one of what I have said tonight.”
Then tearfully they parted, that warm, soft night; Arabel to weep
until slumber closed her weary lids, and brought gay visions of future
happiness; Claud to return to the fortress, arrange his father’s
business, snatch a single hour of deep, unrefreshing repose, and, as
the bell on the high tower rung out the mystic midnight hour of twelve,
to see his father’s form placed in his own private carriage and whirl
rapidly away, drawn by his own splendidly caparisoned horses.
As morning dawned, Claud left the fortress in the care of the
banditti, and went in a disguised conveyance to his home in Rome,
and spent half the hours of that long day in pacing up and down the
gorgeous rooms. Friends called, but he steadily refused himself to
them; relatives arrived, but he kept from them in scorn. At last another
guest was announced. It was Fay Ortono, Lady Emelie and Luella
having accompanied him to the burial. Deeply and truly did they
sympathize with the young lord, and he appreciated their
disinterestedness; for were they not Arabel’s nearest friends; and
might he not, through them, become better acquainted with her?
At sunset, that night, Lord Etheredge was buried. Waxen tapers
were lit in the damp tomb, and heavy, mellow-toned bells tolled out the
last requiem of departed worth.
“He is not an infidel!” murmured Arabel, joyfully. “Mother in heaven!
Claud is good; for he believes, and the monks have said mass for
him.”
Another half-year went by with magic rapidity. Again came the
luscious harvest-time, and again the girls were needed more than ever
at the vineyard, when death came again; and this time, O terror, Uncle
Fay was called. The girls worked nobly, so said Lady Emelie; they
should be rewarded for it, and so they were; but when winter came,
they could stay no longer, and, by Claud’s invitation, they went
together to the fortress, and determined to make it, for a short time,
their home. There was but one female there at the time, and she was
the most silent of her famously loquacious sex. The girls lived very
pleasantly together, sometimes for whole weeks seeing no one
besides themselves, and again having company every day, when
Claud was about. But all this time Luella was fading. Her breath came
quick and painful, her pale cheeks wore a bright flush, and her firm
step faltered. Claud was first to make the sad discovery. He had been
away on a cruise, and, upon his return, had taken the fortress for his
home once more.
“You shall have all the physicians in Venice,” said the silent
housekeeper, as she saw how sick the girl was growing, “and the best
nurse in all Italy, rather than die so young.”
But it all availed nothing; she was dying. Aunt Emelie rode over in
her own beautiful carriage to take her back to the vineyard, but she did
not go. All the long winter she looked from the high, arched windows,
and when the warm spring air stole in through the rich, soft curtains,
the light reburned in her eyes, and she felt her strength returning. Then
they thought she would soon be well, and even she herself was for a
short time deceived.
But another subject was now uppermost in their minds. Christa
was to leave them for the vinter’s home. She was married in the dim
old cathedral, and a long train of attendants swept gaily out, for it was
grand to be married beneath the roof-tree of the young Lord
Etheredge, no one but Arabel knowing that the fortress was the
bandit’s hiding-place, and she, like a discreet girl, kept her own
counsel, and allowed them all to live in blissful ignorance.
Then Arabel was wedded, too, with lilies in her jeweled bouquet-
holder, and knots of pearls in her long golden brown curls; with a long
embroidered veil floating round her slight form, and her heavy blonde
sleeves caught up with pearls upon the shoulders of her satin spencer.
Luella kissed her tenderly, as a mother would a happy child, then
passed her hands over her smooth, dancing curls, and smiled to see
them roll up again.
“I know I look pretty, Lu,” Arabel said; “for when we stood together
by the statues, just now, Claud said, Luella was a perfect
representation of pride perfectly subdued; but Bel was a Diana when
moving, and a Madonna when still.”
Luella only smiled at her sister’s words. She knew Arabel was not
vain, and she had no fears for the future when her easy-chair was
placed in the large cathedral to witness the brilliant bridal. “Have I no
sister now?” she asked, half sadly, half playfully, as Arabel danced by
her, all radiant in her glorious beauty.
“Certainly,” answered a manly voice beside her; “she does not love
the old friend less, but loves the new one more.”
Luella turned quickly, and met a pair of searching blue eyes fixed
upon her beautiful face. “I beg pardon, lady,” said the man, in a slightly
confused tone, “I thought I was a stranger here, but I believe we have
met before.”
“It may be,” said Luella, thoughtfully; “your voice is familiar, but
your looks I have forgotton.” Then suddenly remembering herself, she
added, “Were you ever at Orton Village vineyard?”
The puzzled look left his face, as he replied, “So we are not
entirely unacquainted. May I ask how you succeeded in the work you
was engaged in when we last met?”
“Very well,” was her reply; “even better than I expected.”
“Then you are Lady Ortono?” he persisted.
“Yes; that is, I am recorded so. But I choose to be called by my
own simple name. I am only unwilling to believe that might makes
right.”
“You do not mean to say it was from entirely disinterested motives
that you strove so hard for the name of Ortono?” said the stranger,
wonderingly. “You had the property restored, had you not?”
“No, Mons. Jerold,” she replied; “I have no wealth, no honor, no
family. I honor you and your band, for your steady attachment to each
other. I could wish that the business you follow was more lawful, and
the firmness you evince was in a better cause. Adieu, Mons. Jerold;”
and, with a pleasant smile, and a graceful wave of her thin, white hand,
she glided away, leaving the bandit captain laughing at his own
inquisitiveness, and vexed that he could not be an equal with the fair
girl, who had only her own native pride to support the high position she
had taken.
All those long, warm days, Luella had been lingering like a spirit,
only half confined to earth; and now the hectic flush burned deeper,
and her eyes flashed with renewed brilliancy; the blue veins, like a net-
work of azure threads, were traced on her pure brow, and her hands
grew more transparent every day.
With the best medical attendance, and the kindest care that could
be procured, she felt that she was soon to pass away, and she often
spoke of death.
“Bury me down by the water’s edge,” she said one night, when
they were watching, from the high windows, the moonlight on the
dancing waves. “Not in the sparkling sand here by the friendly tower,
but away out, where the shadows are long and dark, where the pure
white cliff is rising in the still night, a watcher over the gulf. Then, when
night comes again, I will come back to earth and tell you how I live.”
And, before another moon had waxed and waned, Luella slept the
sleep that knows no waking. And they buried her under the pure chalky
cliff, where she had so often watched the sea-gulls at the approach of
a storm.
Arabel and Christa mourned for their sister, but Claud had just
become interested in the ideas of America as a grand resort. Arabel
was all on the qui vive to go, and, without one regret, with only a
parting farewell for Christa, and an earnest, gentle look at Luella’s
grave, she entered the boat with a light step and a light heart, and
bade adieu to her native land, perhaps forever. When they were far out
at sea, the last object on which her eyes rested was the pure white cliff
under which Luella slept. When they came in sight of land again it was
only a single hour past midnight, but the long, loud cry that rung out
from the stationed watch awakened every sleeper, and called up the
eager and curious to catch the first glimpse of land.
“Where are we now?” Arabel said, as she went upon deck, and felt
the land breeze sweeping around her, and filling the long flapping sails.
“We have reached our destination,” answered Harris, as Claud
directed the sailors to call him, for he felt that it was necessary to have
a new name for every place, to prevent suspicion.
Then fourteen of the crew manned a boat, and went ashore to
make discoveries; they returned at night-fall, having discovered the
place in Saugus known to this day as Pirate’s Glen, and still bearing
the evidence of having been inhabited. The next day there were heavy
black clouds in the horizon, and at night they burst in all their mad fury,
causing the black waves to seethe and boil against the rough rocks in
sight, and frightening Arabel almost away from her senses.
“We shall die, Claud, I know we shall,” she moaned, wearily
grasping the silken covering to the lounge on which she lay. Then she
fainted. Harris remembered a small public house he had seen upon
the beach, and determined that, be the consequences what they
might, he would reach that. The men readily volunteered to
accompany them, and this brings us back to the point where we
started, the night that first gave Wallace an acquaintance with the band
of men that afterward frequented Pirates’ Glen and Dungeon Rock. It
was, perhaps, a week that they spent there, and then returned again to
Italy; not, however, until they had aroused the suspicions of the
settlers, who were on the constant lookout for danger.
A few weeks after their return, a great rebellion arose in Spain.
Claud must go; Arabel dared not,—so she remained at the fortress,
with her own thoughts and the gorgeous works of art for company, and
he started on the wild and perilous adventure. When he returned the
boats were loaded with costly articles that had the indelible Spanish
stamp upon them. These he secreted in the ancient fort. Some were
carried away up to their hiding place in Wales, and others were
retained in Spain. The greater part, however, were brought there, and
to Arabel’s eager, childish questions of where he found them, and what
they were for, he only answered, with a sober smile, “They are all to be
changed into money, Bel, unless you want some of them to wear.”
But he heard flying rumors that he was suspected even there.
“That must not be,” he said, firmly; “for I dread the idea of being known
as a pirate. I cannot, will not, bear it.”
So he packed the goods he had stolen from the imperial Spanish
palace, all the beautiful adornings of the fair young queen,—for it was
she whom Don Jose had called little Cristelle in the first part of our
story,—and hid them in the low vaulted basement. Don Jose had been
the queen’s valet, and Claud took him to be of future use to them in
discovering the secrets concerning their enterprise in Spain. Then he
opened the doors of the ancient tower and fortress; lighted up the long
cathedral, with its dim arches, and quaint oaken carving, and gave his
friends in Rome and Venice a banquet, at which he and his young
bride presided. The rooms were crowded with beauty and fashion;
music floated through the long corridors, and up and down the winding
stairs, covered for the occasion with rich, soft carpets. The night
passed in revelry, and when morning dawned the guests departed
satisfied.
To Arabel it seemed like a fairy dream of beauty, so much life and
joy around; to Claud it was the hollow formalities of hypocrisy. He saw
the eager glances, the suspicious looks, the cautious steps, when they
entered the dim old rooms. He could bear his double part well,
however, and he did. It was not long after this that he carried the most
suspicious goods across the water, and landed them in the then
unbroken solitude of Pirates’ Glen.
By this time the foundery was nearly built. All the men of the place
met there to talk over their affairs, and here it was that Claud, or rather
Harris, used to station a watch, and sometimes he would stay himself
to hear what was said, and direct his own work accordingly.
Arabel had been staying at the Glen several days, and begged that
she might stop still longer,—the woody glade was so wild, and the
distant hills so high. She was not obliged to practice constant
deception there; she would remain a little while; and she did one whole
long day alone, but she was used to solitude.
That night the band was organized; it was to consist of six men,
with Veale for a leader, making seven beside Harris. There was
another such band in Italy; one in Spain, the beautiful land of legends
and romance; one in sunny, pleasant France; and one away in muddy
Wales, where meadows are greener and brighter for the stagnant
water beneath, and the ruinous old castle home of a former feudal lord
was damp and gray with age.
Two days Arabel remained in the glen alone, then Harris came
back from the boat with Don Jose; he appeared almost savage to
Arabel, but he soon learned that she was the leader’s bride, and could
do as she chose.
At this time the first history, that is considered as really authentic, is
commenced. A vessel, afterward known as the phantom ship, was
seen in the waters off Nahant, at or near sunrise. It presented to the
eye a strange optical delusion of a ship resting motionless upon the
water, and another, the exact counterpart of the first, suspended keel
upwards in the air; the masts and rigging of the two apparently
touching each other. It was the pirate ship Arabel, that had come too
far in at high tide, and was therefore obliged to wait until the water rose
again in order to get out to sea.
Don Jose returned to Spain, but his honor was gone, his queen
dethroned, and he himself treated like a traitor on all sides. “I’ll not
have the name without the game, I reckon,” he said, with true Spanish
bitterness; and taking his only living relative, a boy about twelve years
of age, left him by his sister, he joined the banditti as a wanderer, and
not as a resident, determined to wreak his vengeance on the Spanish
government.
The next time the pirates came to America, Don Jose and the boy
both accompanied them. They landed early in the morning, and the
boy Carl took his place in the village as spy. All the long day he
wandered up and down, his quick ear catching every suspicious word,
and at night, while returning to the place fixed upon as the lookout, he
arranged the whole matter in his mind, making an accurate calculation
of how many reliable men the settlement numbered when they would
make their exploration, etc. By the time he had settled it all in his own
thoughts he arrived at “Lookout Hill,” or “High Rock,” as it is now
called. With a light, eager step, he clambered up the rocks, and
reached the firm platform upon the top. Soon he espied a moving
speck far out upon the blue waves, and immediately hoisting the signal
agreed upon, he raised a small glass to his eye, and commenced
scanning the distant object. He was dressed in the Spanish costume of
that day; but there was an oriental richness about it which is now lost
to the world. It looked more like the Turkish apparel of the present
time; the flowing trousers and tunic giving a graceful air to his slender
form, and quick, agile motions; and the whole occurrence gave rise to
the interesting novelette entitled, “The Child of the Sea.”
“What success, Carl?” asked Don Jose, as he came up the long
path from the boat-landing, and clasped the boy in his arms.
“The best, father,” was the reply, “but they are to have a meeting
tonight, which it will be best for some one of us to attend.” He then told
what he had heard through the day, and with his help the father
rehearsed it again to the band.
“I must go,” said Harris, springing up and preparing to leave.
“Why you, Sir Harris?” asked several voices.
“For this reason,” answered Harris, thoughtfully; “Don Jose has just
shown himself incapable of remembering, by being unable to repeat,
Carl’s story; Veal always needs to hear a story twice in order to
comprehend it; and the rest are not interested enough to understand
correctly, or report accurately; therefore I must go, or little Carl,” he
added, turning to the boy, who rose from his reclining posture and
stood beside his commander.
“I am not afraid, signor,” he said, firmly; “but it needs an older head
and truer skill than mine to study the craft of Englishmen.”
“Truly spoken, Carl,” answered Harris; “but you shall take my place
here,” and, pushing aside the heavy sail, he entered a little room
arranged for Arabel’s accommodation, followed by Carl.
“I am going over to the settlement, Bel,” he said “and have brought
you a new valet to entertain you while I am gone; if you like his
appearance, he shall be your page for the future.”
Arabel raised her eyes from the delicate chessboard, on which she
was listlessly arranging the men, and met Carl’s earnest childish gaze
with a pleasant smile. “But why must you go, Harris, there are enough
beside you,” she said, turning to him.
“We are liable to be routed from here at any time,” he replied, “and
I alone can manage the part of spy, and decide when to remove.” And
away he went, leaving Carl established in his new honors.
“I wish that I might die,” said Arabel, passionately, that night, after
she had heard Carl’s story of the great robbery, and listened to his
bewitching recital of the time when the young queen called him her
little page, and he supported her train in passing through the corridor,
or held her fan in the audience chamber. He did not know how
intimately connected his beautiful mistress and brave young
commander were with the robber Morrillo and his powerful band. “I
wish I had died long ago, in the little cottage by the waterside; not
when my mother did; so pure and calm was her spirit, mine would
have looked dark beside it; but, I was wild and thoughtless then.
Methinks I have lived a thousand years since that strange brightness
passed away. Where are you, mother? O, come back to me,—to your
own Arabel!”
Even then there was a raging fever heat in her veins, and a
delirious, wildering look in her dark eyes. Long before the morning
dawned, Harris returned to the Glen. The men noted his mischievous,
glancing smile, more than his stern, commanding look, as he came out
from the thick underbrush, and waved his hand as a signal for them to
stop.
“Have you removed and secured all your valuables?” he asked,
“for I have an inkling, from what has been said tonight, that they will
soon be on our track.”
“We have moved them all,” was the reply, “and are now waiting for
you to tell us what shall be done with our Madonna tonight. We might
leave her there, if we were sure Sir Wolf would wed her before
daybreak; but, then, she is a woman, and will be certain sure to do as
she is not wanted to.”
“Hold your peace, Don Jose!” thundered Harris, “or we will know
the reason. I would have you to know that my wife is your queen;” and
there was a slight, mocking emphasis on the words, which brought
back the courage of the abashed Don Jose. “Remember you are
seven in number and one in thought,” added Harris, as he turned to
leave them; “and now go on with your work.”
Then he retraced his steps to the deserted Glen, and knelt by the
couch where Arabel had thrown herself. Her eyes were closed; one
white hand lay above her head, half shaded by the rich fold, of her
satin dress, that looked, with its glittering ornaments, better fitted for a
bridal or a banquet, than for that lonely forest home.
“Mother,” she moaned, faintly, “I am not dying; I shall not die.”
“Arabel,” said Harris, softly.
“I did obey you, mother. I spoke my marriage vows, kneeling by the
altar side,” she went on; “the priest’s white robes swept by us, and the
holy prayers went softly up to God in the twilight.”
“Yes, Bel, we were married in proper order; but don’t stop to talk of
that,” Harris said again. “I want to ask you how much misery you can
bear?”
Slowly she opened her large dark eyes, and fixed them on his
face. “I can bear all things, for I am strong,” she replied, quoting his
own words on a former occasion.
Harris paused; a momentary shudder passed over him, and he
asked, “Would you not like to be back to Italy?”
“Not yet,” she answered, for she feared the idea of being known
and recognized as the pirate’s bride, and felt that she was not strong
enough to carry out her two parts.
Then he told her how and why they must leave the Glen, pointed
out the slight but perfect trail they had formed, and took his own pocket
compass to show her how she could tell in what direction they each lay
from each other.
The next morning there was no trace of human life at the Glen; but
away across thick, densely-growing wood, and low, slimy swamps,
where the high cliff rose in bold relief against the fiery eastern sky, two
living beings could be seen upon the firm land, where a natural road
wound round the brow of the rocky hill. They were Harris and Carl, the
rest having left some time before, and they were now going to join
them, leaving Arabel alone there in the large chamber which the
earth’s convulsions had formed in the solid rock.
Noon came; the sun was pouring its fiercest rays upon the high hill,
and Arabel wandered to the thick vines with which the open door of the
entrance had been concealed, to catch, if she might, a single breath of
air to cool her throbbing brow. Suddenly, away where the tiny,
trembling needle told her to look for her former abiding place, she saw
a light smoke curling up. Instinctively she trembled with fear, forgetting
that the whole wood might be consumed, and still the sheltering rock
remain uninjured. “I must see what it is,” she said; and, climbing slowly
up the rocks, she reached the top, and proudly, fearlessly looked down
below. Scarcely discernible in the thick shadows she saw a party of
men, armed with flaming torches, creeping cautiously on toward the
Glen. She laughed a wild, ringing laugh, that echoed far and wide; and
for many years the weird-like story of the phantom lady, decked in silks
and jewels, and laughing at those who tried to discover the pirates’
treasures, was told beside the fire, in the long winter evenings, until at
last it was thrown aside as a superstitious falsehood, and now is only
remembered in a few families as a quaint legend of former years.
It was only two short days from then that Harris returned, but Bel
was a spirit. The excitement of those fearful hours had been too much
for her. She drew the downy, silken couch to the side of the spring in
the rock, where the clear water fell from the crevices above, with a
musical tinkle, into a large open basin below, and there, in that silent
room,
“She rested her fair pale face alone

By the cool bright spring in the hallowed stone;”
her jewelled hand supporting her head, crowned with its tiara of velvet
and pearls, her long brown hair floating like a veil over her richly-
wrought dress, and her slippered feet resting on a smooth slab of
Italian marble, which had been brought there to confine the waters in
the spring.
And thus they found her, sleeping calmly, peacefully, her eyes
closed tightly, and her teeth set firmly together. There was a strange
calmness in Harris’ manner, as he pressed his hand upon her cold,
damp brow, and swept back her long spiral curls. Then, with a quick,
excited glance at her firmly closed eyes, he gave rapid orders for a
burial case, such as they always carried with them, to be brought up,
that her body might be placed in it and carried to Italy. As he raised the
inanimate form in his arms, and laid her head upon a cushion of velvet
and eider-down, a paper floated out from the heavy folds of her dress,
and rested on the stones at his feet. He took it up; it was a few verses
of poetry, traced in the delicate Italian penmanship of Arabel’s own
hand. Tears sprang to the almost girlish eyes of the boy, Carl, as he
saw them.
“She was like a sister to you, was she not, Carl?” Harris said,
kindly, laying his hand upon the boy’s head. A deep sigh was his only
answer, and the boy turned away. Then drawing a richly-chased knife
from a wrought case by his side, he lifted one of the long ringlets from
her dress, and turned a beseeching look upon Harris. “You may have
it, Carl,” he answered to the boy’s look; and the bright, polished steel
glanced in among the waving hair, until only the gold tipped haft was
visible.
“What will you do with that, signor?” Carl said, pointing to the
paper. Harris glanced over it, and then read aloud:
“Bury me not by the water’s edge,

Away in my dear old home,
Nor in the shade of the pure white cliff,
Where the screaming sea-gulls come.
But away, away, on the high hill’s brow,

Where the dark trees darker wave,
Ye have found for me a stranger home,—
O, give me a stranger grave!”
“I have no one but you to advise me, Carl; now tell me what to do,”
Harris said.
Carl looked out at the glowing western sky, and said: “She will be
better pleased if we will comply with her last request; we will bury her
here.”
Harris only smiled at the boy’s reply and he went on: “Will you give
her to the cold earth decked so showily? That brilliant, silken, flattering
dress, and those richly-gleaming pearls, are too earthly for death’s
bridal, are they not?”
“It makes very little difference what the poor frail body wears, Carl,”
Harris answered, mournfully. “We will bury her as she is.”
He did not stop to count the cost of the dress she wore. There
were plenty more of the same kind in the cases. Then he placed her in
the delicately-wrought coffin, only unclasping a single bracelet from her
rigid arm, to be kept as a remembrance of that dark day.
After that the men saw, or imagined, that Harris grew more stern
and changeless in his work, and more thoughtful in his life, than
before. One night, when they were preparing to leave, he said, “The
suspicion of the colony is aroused; we must keep it up.” Then taking a
slip of paper from his portmanteau, he wrote an order upon it and read
it aloud. It was for a certain amount of handcuffs, hatchets and chains,
to be left at a specified place in the wood, where a quantity of silver, to
their full value, would be found in their stead.
“Which of you will lay this beside the central forge in the foundery
tonight?” he asked, carelessly.
The men drew back, and an involuntary shudder appeared to pass
from one to the other. Is was the first time such a subject had been
broached. Force had never been used with them, and they apparently
dreaded the thought of it.
“Stand up, my brave men,” said Harris, bitterly; “let me see how
many cowards our crew numbers.”
Instantly, as though struck by an electric shock, the eight powerful
men rose to their feet, and eight strong right hands grasped the sword-
hilts by their sides.
Carl’s dark blue eyes looked trustfully into his commander’s face,
and he said, “Signor, the Madonna looks at you from the bright skies;
think you she would not mourn to hear you call the men, that have
served you so long and well, cowards?”
“True, Carl; I was angry and unreasonable. Your girlish manliness
makes me ashamed of myself,” answered Harris; “but I do not like to
give up the idea of frightening the colonists. They saw our little sailer
last night and yester morn, and will be on the lookout for her again.
Here, Roland, I know you are not afraid; take the order, and, to reward
you for going, I promise that the manacles shall never be used on
you.”
Then three cheers for little Carl rung out upon the air, and he lifted
the velvet cap from his dark flowing hair, and bowed low to
acknowledge the compliment.
Soon after this, Harris returned to Italy, and Don Jose became
commander of a clipper of his own, Carl accompanying him. After
Harris had arranged his affairs in Italy, so that they no longer needed
his presence, he entirely abandoned the idea of a home on the firm
land, and roamed about wherever fancy dictated or news called him.
Upon going to their hiding-place in Wales, at one time, he saw a girl,
habited in the common dress of Welsh peasants, half sitting, half
kneeling, by the roadside, making wreathes and bouquets from a
collection of flowers beside her, and placing them in a basket on fresh
green leaves.
“Buy flowers, sir? buy flowers?” she asked, as he came up.
“Yes,” was the reply, “take all you have; and come with me. I have
no way to carry them without your basket,—come.”
“Pay, sir?” she said, looking into his face with a roguish, merry
smile, making her black eyes dance, and showing her white even
teeth.
Harris laughed, threw a bit of money towards her, and walked on.
She gathered up her treasures and followed. They entered the castle,
and every man drank to the health of the pretty flower-girl. She drew
back, trembling, and tried to run away. Harris stopped her, and led her
to a low seat where the sunlight looked in, bidding her go on with her
work, and when that was finished he had plenty more for her to do.
She laughed and pouted, and at last went to work again.
After that she was often at the castle, and at last she too embarked
on the waters, to find a home in the new country. There was a dark
rumor afloat, at the time, of force used to make the wild Cathrin go with
the pirate band; but it was soon forgotton.
After this there were more regular rules observed; only the seven
regular members staying at the Glen and rock, and sometimes only
five. Cathrin was given over to Veale, but why it was that she never
saw any more of Harris she did not know.
One morning the Arabel shot out of the snug little harbor of Lynn,
with all sail set, the whole crew on board, and all their hidden treasures
left in the sole care of Cathrin and the magic rattlesnake. But there was
trouble brewing. Even then one of the king’s cruiser’s was out upon the
watch for the little outlandish craft. They were well matched as to
sailing, but the Britisher’s broadside soon swept away the fore-topmast
of the Arabel. Then she was boarded, a hand-to-hand encounter
ensued, and the pirates, instead of being subdued, triumphed, and
took the others prisoners. This of course, was a flagrant, never-to-be-
forgotton offence; but they kept on their way rejoicing, and at last met
Harris at Wales.
“Where is the little flower-girl?” he asked, as they sat discussing
their business over the flowing wine.
The men looked surprised, and Veale answered, “She is in the
cave, your honor.”
“At the cave!” repeated Harris. “Why! was she willing to go?”
“I don’t know—that is—I didn’t ask her,” answered Veale,
stammering at the thought of Harris’ displeasure.
“Well,” Harris began, “this is worse than I thought would be laid at
our door just yet. You mean, low, detestable, contemptible wretch!” he
added, almost fiercely, turning to Veale, “do you know what you have
done? actually stolen the only child of fondly-doting parents, and now
trying to excuse yourself. I carried my mistress there, did I? But we
were married first—married by the rites of a church she loved and
revered; besides which, she left neither parents nor friends to mourn
for her, and went because she wished to. I will return with you, Veale,”
he continued, after a pause, “and bring the birdling back.”
It was long before the Arabel again reached America, and when, at
dead of night, the pirates landed and made their way to the Glen, they
were unnoticed, for the colonists had grown weary with watching, and
given up in despair.
“Will you go home with me, Katy?” Harris said kindly, the next
morning, as they reached the rock and commenced partaking of the
provisions which the nimble fingers set before them.
Tears came to her dancing black eyes, and she answered, firmly, “I
am afraid to go, sir. Can you not bring my mother here?”
Harris smiled, as he asked, “How old are you, Cathrin?”
“Eighteen summers and nineteen winters, sir,” she replied, looking
at him from under her long lashes.
“Indeed!” said Harris, in surprise; “you look less than that.”
A frightened, half-angry look passed her face, as she heard from
the furthest end of the cave the heavy voice of Veale swearing at one
of the men.
“You are not used to profanity, poor child!” he continued, but she
did not reply.
Soon after that another scene came up. Veale had been drinking
hard all day, and at night was fairly intoxicated. As Cathrin came into
the cave, her head crowned with evergreen, and her hands full of
flowers, she heard the merry, musical laugh, which she well knew
came from none but Harris, immediately followed by a volley of oaths,
such as she seldom heard.
“I can drink wine and not suffer for it in that style,” he said, “and
why cannot you? Come, get up, now, or by the powers, I will run you
through—do you hear?” and he brandished his glittering sword in true
buccaneer style.
Veale was lying upon the floor of the cave, apparently not too
insensible to carry on the joke. Cathrin shrunk trembling away, and
commenced clearing the tea-table. Her presence did not act as a
controlling influence, as Arabel’s had. The men are willing to do
anything in reason for the merry girl, however, and the life she led at
the cave was not altogether intolerable.
Months passed, and a little stranger opened his eyes and claimed
protection.
“Who will be thy mother, darling?” Cathrin said, pleasantly, for she
thought she would soon be a spirit. But things were differently ordered.
It was not long before she was out again, at night-fall, watching for the
arrivals.
And now again pictures, darker and more gloomy, arise before our
parti-colored glass.
It was early one bright, autumn morn that Cathrin was kneeling by
the spring, splashing the cool water over the flowers she had gathered,
to keep them fresh, when she heard a low, stifled, wailing cry from the
beautiful couch, where she had left the child. When she reached it,
Veale was walking slowly down the mountain path, and the babe lay
gasping for breath in the sunlight. All the long day did Cathrin chafe the
marble brow and tiny hands of the insensible child, and at night, when
the men returned, she was still holding it in her arms. Harris looked
pityingly upon her, and she laid the little form beside him on the silken
couch. But the bright-eyed stranger’s life had fled. Cathrin was
childless.
Again we leave them for a short time, but their crime is not
forgotten. They are watched constantly. At last three of them were out
at sea, the remaining four were traced to the Glen, and there were
taken. Before they reached the vessel that was to convey them to
England one escaped. Of course it was the daring Veale, who spurned
law and order, and defied pursuit. Harris had been in Italy some time
then, and had, therefore, no means of knowing what was going on.
Veale fled to the rock, but he was not pursued again. Cathrin lost her
merry, life-loving heart and pined in solitude. Veale used to light signal
fires upon rocks to wreck vessels along the coast, and only when she
saw him lighting his dark lantern, and preparing his flaming pine knots,
could she be won from her silent mournfulness. Then she would talk
hours in her thrilling childish way, and sing to him until her clear voice
filled every part of the cavern, and woke the echoes among the gray
old rocks; for she dreaded the idea of feeling that her very life was in
the keeping of one who would so heedlessly destroy others.
“You will not light the treacherous coys this fearful stormy eve?”
she said, pleadingly. “O, I will sing you all the legends of my Welsh
home, and all the songs Roland has taught me, if you will not go now.”
Sometimes she would prevail, and he would sit by the heavy chest
that served them for a table, and laugh at the brilliant fairy tales she
wove from her memories of the dear old home in Wales.
But Cathrin was dying. Day by day her strength was wasting itself
away, her cheek grew paler and thinner, and now a hectic flush burned
in lieu of her former health. Her eyes grew dull and expressionless,
and, at last, she died, her last song just echoing its burden of victory,
and her last glance fixed upon the blue sky and the gorgeous sunset.
Veale mourned for her as deeply as it was in his power to mourn
for any one, but he dared not bury her; he lived in constant fear that
he, or rather the treasures there, would be molested; so he raised her
in his strong arms and bore her to the inner room of the cave, then
gently laid her on the shelving rocks, flung the soft folds of her India
muslin over her pale face and staring black eyes, and went out from
the cave alone, a sterner and more merciless man.
All this time Wallace had been more or less interested in the
pirates and their work. His noble black horse was often urged over the
uneven road by Harris or himself; but now he took himself away and
denied all further knowledge of the procedure. Veale’s provisions were
exhausted. He dared not take the glittering golden coins to exchange
for bread, so he obtained some cheap work, and determined, for the
sake of occupying his mind, to earn his own food. How long he lived
thus, we do not care to tell, but he gave up his business as wrecker,
now that Wallace refused to assist him, and delivered him half the
profits of their eight months treachery.
Now we have told the history of Dungeon Rock up to the year one
thousand six hundred and fifty-eight, at which time the mortal
pilgrimage of Veale was unceremoniously ended by a terrible
earthquake, which closed the ancient entrance to the cavern, and thus
shut him off from light and life with his dearly-loved treasure, and the
superstition-guarded charm and rattlesnake.
From this time forth Dungeon Rock loses its interest and only a
weird-like fascination hanging round it prevented its being entirely
forgotten. It was years before anything more was done there, until,
about forty years ago, a man residing in the town adjoining the one
where the rock stands became impressed, or, as he styled it, dreamed,
that, by going to a certain place in Dungeon Pasture, he could discover
treasures formerly buried by the pirates. He went, as directed,
exhumed the treasure, and the probability is, had he been left to follow
his own impressions, would have used it to open the rock.
As it was, his nearest relatives took the matter up, hushed the
stories that were getting afloat about the money, accused the man of
insanity, and took the trash into their own hands. This seemed to have
an undue effect upon the mind of the man, whose name was Brown.
He had always been singularly nervous and impressible. When
young he could commit a lesson almost at a glance, and recite it with
perfect accuracy. As he grew older, he became morbid and sensitive;
would sit for hours talking or singing, his face lighted up with a strange
smile, which, when he was aroused from his half trance, would pass
away, and he become cross and peevish as before.
After finding the money in Dungeon Pasture, he dwelt more upon
such things than before, and often expressed a determination to run
away,—a threat which he afterward put into execution, finding there
was no way for him to recover his rightful property. He wandered away
down east, where he spent several years, and occasionally told his
strange story. It was by that that he was again discovered and brought
back to his home, where, by bribes and threats, he was induced to
leave off telling the story. He never could be induced to work; for he
constantly averred that he had enough to make him independent, and,
if they would let him alone, he knew where he could find plenty more.
He has always been supported, however, by those who were said to
have the management of what he found; and, upon the death of his
last near relative, a half brother, he was placed in the Ipswich asylum
for incurable insane people, where he will probably remain until his
death.
The next movement of consequence was years afterward, when
the city of Lynn was said to have footed the bills for any quantity of
ammunition, to be used for the purpose of making a grand attack upon
the obstinate rock, and forcing it to give up its trust. It proved a failure,
and the city never paid the bills either; but, many a quiet night after
that, sober, respectable men laughed at each other about their fast-day
blow. Their object was to fill the principal crevices with powder, and
have them explode in such a manner as would shatter the rock into a

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Essentials of Social Emotional Learning

(SEL) Donna Black

PSYCHOLOGY/Assessment, Testing & Measurement

Essentials of Social Emotional Learning (SEL)

Essentials of 16PF® Assessment Essentials of Dyslexia Assessment and Intervention

The Complete Guide for Schools and Practitioners

Donna Lord Black

Limit of Liability/Disclaimer of Warranty

Library of Congress Cataloging-in-Publication Data

Name: Black, Donna Lord (Psychologist), author.

Cover Design: Wiley

About the Companion Website xv

Section I Emergence of Social Emotional Learning (SEL)

One Defining Social Emotional Learning (SEL)

Two Historical Influences on the Emergence of SEL 29

Three Emotional Intelligence and its Role in SEL 57

Section II SEL – The Missing Link in Education 83

Four Current Challenges in Education 85

Five Evidenced Support for SEL 125

Six Making the Case for SEL 159

Section III SEL as a Sustainable Framework for Success 213

Seven Getting Started: A Multiphase Approach to

Eight Tools, Templates, and Checklists 267

Nine Aligning SEL Assessment With Instruction

Ten SEL: A Roadmap for a World at Hope 383

In Essentials of Social Emotional Learning (SEL), the author captures the

Alan S. Kaufman, PhD, and

This book is accompanied by a companion website:

EMERGENCE OF SOCIAL EMOTIONAL

DEFINING SOCIAL EMOTIONAL

ineffective and inefficient manner. It is not uncommon, for example, for a

Rapid Reference 1.1 CASEL’s SEL

Promote SEL for RELATIONSHIP

Source: Core SEL Competencies, from CASEL. © 2017, CASEL.

Seeking or offering support and help when needed

Rapid Reference 1.2 Exemplary

Center for Reaching and Teaching the Whole Child (CRTWC),

Attentional Teaching Practices (ATP), University of Pittsburgh

self‐regulation strategies to increase their own self‐awareness and recognize their

Establishing the Critical Areas of Competence

which it is difficult to “wrap one’s head around.” As previously mentioned, this

Consensus About SEL

Rapid Reference 1.3 Seven

7. In celebrating “evidence‐based” practices and encouraging further

THE NEED FOR A COMMON LANGUAGE, A COMMON

Rapid Reference 1.4 Three‐Step

Source: An Introduction to Social‐Emotional Wellness in Texas Schools, A Guide for Schools,

APPLICATION OF THE THREE‐STEP PROCESS: A CASE

The following serves as an illustration of just how critically important it is to

Case Example:Texas Collaborative for Emotional Development

Critical Issues Identified

policies, or regulations that might have created limitations, constraints, or unin-

Rapid Reference 1.5 Texas

• Community involvement and civic responsibility

The committee also developed a complete training program and a guidance

2. There are many challenges that schools encounter when implementing

8. The nebulous nature of SEL often leaves schools to perceive it as an

Committee for Children. (2020). What is social‐emotional learning? https://

The knowledge we gain from his-

Rapid Reference 2.1

Influence of Exclusionary Discipline Practices on School Safety

“She rested her fair pale face alone

“Bury me not by the water’s edge,