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Discover the Science Behind Learning by Doing

The power of learning by doing is proven by research and at Kikori we're dedicated to bringing research to life. 

Experiential education works... but educators aren't doing it.

A new survey of K-12 principals from the Collaborative for Academic, Social, and Emotional Learning (CASEL) demonstrates growing research showing the benefits of social-emotional learning for student well-being, graduation rates, and academics. ​

Powerful evidence continues to emerge from adversity science, brain science, psychology, and social science that reinforce the importance of systemically embedding social and emotional development in schools (Durlak, Domitrovich, Weissberg, & Gullotta, 2015).

 

Principals Support Social-Emotional Learning, but 83% Don’t Know How to Measure Its Success, Study Finds

School leaders see students' social and emotional development as important factors in school success but only 35 percent of principals surveyed said their school was fully implementing social-emotional learning into policies and classroom work.

Teachers don’t have enough time to implement SEL in the classroom, principals said, highlighting that as the biggest barrier in increasing SEL, followed by a lack of funding. And less than half of principals think their teachers are prepared to do the work. Still, 70 percent of principals said they expect their teachers to instruct students to be socially and emotionally competent. The report recommends more professional development to help fill this gap.

 
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