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1 1 (January 27, 2020)

handle is hein.amenin/aeiacxa0001 and id is 1 raw text is: Key Points , The iii-erpersoril siii -L reqiiired to bLt ad ritirt relatio)11 p.l ar cio part f oi social and emotional earning (S:L) -V e should beware i-e assumption that ski foster va:aole miationships when At may be theother way around. If SFL modes Wes heavily in developing -ir[icilp MiaS At neglec to invest in open., up reation,,hip occss, tihey R fay il short of tH~ei po titil to develop VL:-.de'.ts s'ocia captal. T'oday, you'd be hard-pressed to find education reform conersations that don't give at least a aod ----if not a vigor ous endorsenient-to the role of social and emotional learning (SE), Cails to ivest in SEL hail lBooi multiple directions: Employ- err demoand it in graduates, educators empiasize its importance as a crucial prectursor to learning, and p itcy-na.kers view it as a O tal ounterpoint to just acadenics. But I look at SEL in a slightl differ- ent way: its potential to holster efforts to expantd student access to relationships, A aNI 28 book WhO YOa K,;M Un)hckeg WaO,.- te brs That i~goind St':dcn'ctae'e N.aorks explores the social side of oppoetu:uy' Reserch tlls us that tight-knit cinmunities of caring relationships and diverse professional networks are key ingredients to helping tudents succeed. If schools dont begin focusi E-g on ntrrturing deeper and more diverse reservoirs of' social capital, then t.heir students, particularly those furthest from apportuity, will not gr-.duate ith. th ssets tlMy need to thrive So vwhere do relationships rank in SEL adso- cates miids? Seesingly, not: high enougo Take the Aspen InstItute's Social Emotional and Aca- deioic Developmeint Co iission report -ra a e-o:;, at Risk wo a Nation ot Hi-ope, which caie oat to great acclaim in early 201.'),2 The report was the culmination of a multiyear process spearheaded by high-profile leaders across educatioin, sence, government, and the private sector. it offers a cot.nprehensive look at a growing research base and emeging practices as SEt has swept the nation. Athougi -a . impressive sumn... there's a sub- de but troubling trend: The word skills' appears .4o tirs ----- 2huost seve' ti.1e 3-. s iueh as the word relationships, which appears a mere 3 tines. 'Ilie word tetwori appears only i. times, and when it doe.s appear, it refers to only adult networks rather than network building for stdents. These nbcimbrs hint at mv lurking concern atout where champions of SEL are chaneling then enthlusiasom. StidepntN certanl seed to dev elop a host of V-. sk/ia to maiage thir emotions and interact productively with others. But they also need exposure to relationship-rich environets and a)) ss to a range of support:ve connections that can help them get by and get ahiad. Does an) Outsied :fioCus on skills reflect ari underappreciation for the role of relationships? Does a comnitment to teaching sills-wthout ) d ' ' . T -J:: i't . :

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