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1Social and Emotional Learning Research Foundations
FOUNDATIONS PAPER
Effective Social and
Emotional Learning
Instruction
How Imagine Purpose™ 6–12 Aligns to
Executive Summary
The Challenge
Social and emotional learning (SEL) is the “process through which children and adults acquire and effectively
apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve
positive goals, feel and show empathy for others, establish and maintain positive relationships, and make
responsible decisions” (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2019). Research
shows that well-implemented SEL instruction can significantly improve student achievement (Durlak et al.,
2011; Osher et al., 2016; Taylor et al., 2017), promote prosocial behaviors (Durlak et al., 2011; Jones & Kahn,
2017; Yeager, 2017), decrease suspension and discipline issues in school (Zins et al., 2004), and reduce mental
health and substance abuse issues and criminal activity as adults (Jones et al., 2015). Data show that SEL
programs can have a large impact on earnings (National Academies of Sciences, Engineering, and Medicine,
2017). A review of six SEL intervention programs showed that for every dollar invested, there was an economic
return of $11 (Belfield et al., 2015).
While school leaders recognize the importance of providing targeted SEL programming to propel student
success, many administrators struggle to find the funding and resources to do so. To address this issue, a
growing number of educators and administrators are turning to technology to help scale and enhance social
and emotional learning programs (Stern et al., 2015 ; World Economic Forum, 2016).
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A Purposeful Solution
Recognizing the importance of SEL in supporting academic success, improving behavior and school
culture, and social skills development for success in college, career, and life, Imagine Learning formed a
partnership with Imagine Purpose in 2018 to provide SEL curriculum options. Imagine Purpose is a web-
based course provider that offers SEL-focused curriculum and professional development resources for
middle- and high-school students. It offers six online SEL courses that are designed to help students
develop the productive attitudes and prosocial behavior needed for success in learning, careers,
relationships, and life. Each evidence-based course is aligned to the five most critical SEL competencies
outlined by CASEL (CASEL, 2019): developing self-awareness and self-management skills to achieve school
and life success; using social awareness and interpersonal skills to establish and maintain positive
relationships; demonstrating decision-making skills; and showing responsible behaviors in personal,
school, and community contexts. Because courses are online with a comprehensive set of video-based
lessons, Imagine Purpose’s engaging, multimedia-rich curriculum can be flexibly implemented and
delivered either in person and supported online or with in-person discussion. Imagine Purpose courses
have been implemented with students across 30 countries since 2010.
Character and
Leadership Development
Mission & Purpose
Impacting Your Community
Your Story
Discover Your Identity
Emotional Audit
Compassion & Stillness

Personal Development
Mentorship
A Satisfied Life
Who’s in Control
Needs & Limits
Social/Emotional Health
Growth Mindset
College and
Career Readiness
Join the Workforce
Which School is Right for You?
Job Preparation
Traits of a Successful Student &
Employee
Personal Finance
Disciplines That Lead to
Success
Social and
Emotional Success
Choosing Purpose
Social Skills
Healthy Relationships
Successful Decision Making
Healthy Communication
Knowing Yourself
Mental Health
and Wellness
Anger Management
Communication Skills
Effects of Bullying
Citizenship
Peace Officers
It’s Not Your Fault
Family Challenges
Resiliency

Unlock Your Purpose
Map Your Future
People & Problems
Reasonable Response
Frame Your World
Silence & Questions
Belonging
Figure 1. Imagine Purpose 6-12 courses.
Imagine Purpose™ Logic Model
The logic model below provides a conceptual model of how Imagine Purpose is intended to work, the
resources required to make it effective, and the outcomes that teachers can expect students to demonstrate.
Program Inputs
IMAGINE PURPOSE
Foundational character education for students in Grades K–5
Students are introduced to six primary emotions and practice recognizing the emotions before
beginning to practice regulating emotions
The media-rich program represents a variety of cultures so students can see themselves reflected
in the lessons
The curriculum includes offline lesson and journal worksheets to easily integrate into the school day
Universal character education for students in Grades 6–12
A rich curriculum that includes nine full courses and an intervention library with over a hundred topics
All lessons align to Multi-Tiered Systems of Support (MTSS) and Positive Behavior Interventions and
Supports (PBIS) best practices
A diverse group of on-screen experts use personal experience and student-centered language to bring
content to life and make it relatable and relevant
Call to Action assignments invite students to engage in rich discussions with teachers, caregivers, and
peers while written response activities hone students’ self-reflection skills
Options for full courses or targeted intervention modules provide educators a customizable approach
Educator tools
An on-demand, asynchronous program built to support educators in their personal character
development journey and as they facilitate conversations with students
Built in an engaging, multi-media environment with videos, reflections, and supplemental resources to
help draw in and maintain student participation
IMAGINE LEARNING
Initial onboarding and implementation support
Professional development and coaching for teachers and administrators
Flexible implementation models for content delivery that facilitate instruction in whole-group,
independent, or hybrid settings
Customer support to troubleshoot immediate issues
DISTRICT
Networked computers with proper memory, media appliances, and headsets
Adequate classroom or lab space
Online access to Imagine Purpose and appropriate bandwidth to support use
School implementation plan and dedicated staff person to oversee the program

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Outputs
STUDENT OUTPUTS
Student participation, as reflected by the number of activities and lessons completed
Students made consistent progress through content
Students achieved content mastery, as reflected by scores on practice problems and mastery checks
Students completed assigned courses or intervention activities
TEACHER OUTPUTS
Teachers completed two professional development sessions and feel prepared to implement Imagine
Purpose
Teachers confidently lead whole-class or small-group conversations about character education topics
Teachers made informed calibration of student supports based on student engagement in Imagine Purpose,
such as assigning additional lessons (K–5) or intervention modules (6–12) as needed
Teachers regularly accessed student monitoring data
Outcomes
SHORT-TERM
Improved social-emotional competence, including self-awareness, self-management, social awareness,
relationship skills, and reasonable decision-making
Increased self-regulation, resulting in more on-task behavior and fewer disciplinary actions
Increased communication, collaboration, conscientiousness, conflict resolution, and leadership skills
Increased student engagement and attendance
LONG-TERM
Reduced aggressive behaviors and disciplinary referrals
Improved academic outcomes including GPA, standardized test scores, and graduation rates
Decreased dropout rates
Classroom Activities
STUDENT ACTIVITIES
Students watch online videos and engage in a variety of activities
20–30 minutes every other week for Grades K–5
45 minutes per week for Grades 6–12
Students complete supported practice problems and mastery checks within the Imagine Purpose platform
When assigned, students complete group and offline activities, such as impact activity sheets (K–5), story time
activities (K–2), journal activities (3–5), discussion questions (6-12), and mentor activities (6–12)
TEACHER ACTIVITIES
Teachers complete two professional development sessions and use educator tools as necessary
Teachers provide feedback on students’ written responses
Teachers monitor in-product reports and provide scaffolded support when needed
In Grades 6–12, teachers lead whole-group or small-group discussions
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A Research-Based Solution
Researchers and practitioners have pinpointed five hallmarks of effective SEL programs. These research-
based practices are incorporated into Imagine Purpose.
1. SAFE Instructional Practices (Sequenced, Active, Focused, and Explicit)
A meta-analysis of 213 SEL studies reveal that SEL programs that have a sequenced step-by-step training
approach, use active forms of learning, focus sufficient time on skills development, and have explicit learning
goals have a greater impact on student behavioral and academic outcomes than SEL programs that do not
include SAFE practices (Durlak et al., 2011).
IMAGINE PURPOSE INCORPORATES ALL FOUR SAFE INSTRUCTIONAL PRACTICES IN ITS COURSES
Instruction is sequenced: Imagine Purpose lessons capitalize on a coordinated progression of
activities designed to optimize and inspire student learning. Each course consists of 80 instructional
videos led by dynamic experts from around the world. After students watch each brief video,
they complete a Check on Learning task. To accelerate and transfer learning, students apply new
knowledge in Call to Action assignments throughout the course and engage in rich discussions with
teachers, caregivers, and peers. Readings and written response activities further hone students’ self-
reflection skills, often based on research or interviews.
Figure 3. Imagine Purpose includes
questions to help teachers lead
discussions face-to-face in classrooms or
in the Edgenuity Collaboration Corner.
Social and Emotional Learning Research Foundations
Instruction is active: Imagine Purpose capitalizes on compelling storytelling techniques to connect
critical SEL skills to the emotional lives of students. A diverse group of experts use personal
experience and student-centered language to bring SEL content to life and make it relatable and
relevant. For example, in one lesson, the on-screen expert describes how he was told that he would
never amount to anything when he was young, so he began taking on that identity. He started
selling drugs, joined a gang, and ultimately went to jail. He discusses how forgiveness and redefining
his identity helped turn his life around. In another video, the on-screen expert discusses how his
father hung an empty picture frame on the wall to teach him that every human has the power to
draw or map out their own life.
Engaging scenarios and assignments are designed to stimulate interest and curiosity. Students
don’t just passively watch; rather, they complete assignments that require them to curate,
synthesize, and research information. The program allows students to collaborate with peers
and teachers to think deeply about timely, relevant SEL topics that matter to them. Teachers
are encouraged to engage students in Lightning Share activities in which students summarize
course material and answer discussion questions in 60 seconds or less. In addition, Call to Action
activities empower students to role-play and practice new behaviors, and enable educators to
provide feedback on student reflections.
Instruction is focused: Imagine Purpose recognizes that targeted practice is a fundamental
requirement for building fluent social–emotional abilities. In each lesson, students focus on building
one of the following skills:
Self-awareness: Students complete writing assignments where they label their emotions,
think deeply about what triggers their emotions, and reflect on how their emotions affect
others. Students are tasked with completing mindfulness exercises where they identify
their own strengths and limitations, identify values and interests, and build self-esteem.
For example, in the Learn to Date Yourself activity, students are tasked with completing an
activity alone. They go for a walk or to a coffee shop, restaurant, movie theater, or museum
to get to know themselves. They then document their experience, noting what they like,
what they don’t like, what they want, and where they are headed.
Self-management: Students create vision boards that present a collage of words
and pictures that represent their goals and dreams. Students practice setting SMART
(specific, measurable, achievable, relevant, and time-based) behavioral and academic
goals, and develop strategies to overcome obstacles to meet those goals. Students also
try out grounding techniques to manage stress, develop optimism, and display grit
and perseverance.
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Social awareness: Students learn to identify, predict, and evaluate other people’s feelings
and reactions. Historical and current events are used to teach the importance of diversity
and understand a variety of points of view and perspectives. For example, in one Call to
Action assignment, students analyze how Dr. Martin Luther King Jr.’s respect for others,
social awareness, perspective-taking, and empathy skills created a movement and
brought greater equality to the United States.
Relationship skills: Students learn strategies to navigate peer pressure and negotiate conflict
constructively. They also work on communicating clearly, listening actively, and building
empathy. For example, in the Five-Minute Connect activity, students practice expressing
gratitude and appreciation toward peers. In the activity, a student is paired with a partner.
Each student takes turns completing the following sentences aloud:
I appreciate you because...
My favorite thing about you is...
I’m thankful for...
I trust you because...
Decision-making: Students learn how to think critically and analyze decisions based on
moral, ethical, and safety standards. Using case studies, students learn how individual
decisions can affect others.
Instruction is explicit: All Imagine Purpose lessons have explicit learning goals. Each unit begins by
presenting the objectives and specific skills students are expected to learn. Goals are written in
student-friendly language and are directly connected to assignments and tasks.
Figure 4. Imagine
Purpose clearly
articulates the learning
objectives and success
criteria for every unit.
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2. Developmentally and Culturally Appropriate Instruction
Children’s cognitive and social–emotional skills develop and become increasingly sophisticated with
their age and ability. For example, in the elementary school years, students are focused on learning to
build the neural connections needed to remember and store rote academic facts (Semrud-Clikeman,
2014). They are building foundational knowledge and are just beginning to identify emotions, control
impulses, and build reciprocal relationships (Denham, 2018). In middle school, neural connections
increase, and inferential thinking becomes more prominent. Students begin to gain more autonomy,
comprehend complex emotional situations, and resolve conflicts within groups (Denham, 2018).
Throughout high school, students make significant gains in abstract thinking, exhibit improved social
cognition, and are increasingly motivated to experiment with new interests and establish their own
identities and values (Steinberg et al., 2011; Williamson et al., 2015). During this developmental period,
there is a marked shift toward reward-seeking and succumbing to peer and academic pressure, while
self-regulation skills decline (Steinberg, 2008; Williamson et al., 2015). Because elementary-, middle-, and
high-school students’ social and emotional needs are so different, researchers agree that effective SEL
instruction must be developmentally appropriate (Durlak et al., 2011).
Experts also agree that SEL is unlikely to be effective if it is not culturally sensitive and responsive
(Cressey, 2019). Studies show that students learn best when they can connect what happens in school
to their cultural contexts and unique heritage, lived realities, and the issues they care about (Darling-
Hammond et al., 2019; Muñiz, 2019; Steele & Cohn-Vargas, 2013). Research indicates that culturally
responsive instruction (using cultural referents to impart knowledge) improves students’ self-efficacy, self-
esteem, attachment to school, and student achievement (Muñiz, 2019; Steele & Cohn-Vargas, 2013).
IMAGINE PURPOSE INSTRUCTION FOR GRADES 6–12
Imagine Purpose offers courses that focus on college and career readiness, unlocking purpose,
character and leadership development, personal development, mental health and wellness, and social
and emotional success. The focus of course content, however, varies based on a student’s grade level.
For example, in grades 6 through 8, the program addresses middle-school students’ experience of
increased autonomy and perspective-taking abilities by targeting personal development, character and
leadership development, and teaching students how to find their unique purpose. Students learn how to
document their goals, dreams, skills, interests, and values. They are taught how to make informed and
responsible decisions, as well as hone individual leadership styles, and enhance their abilities to grow
and sustain healthy relationships. The goal is to help students take control of their future and successfully
transition from middle school to high school.
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In grades 9 through 12, the focus of the curricula shifts to emphasize identity development, resilience,
risk prevention, and empathy. Courses target the development of healthy social and emotional skills,
mental health and wellness, and readiness for life beyond high school. Activities equip students to be
able to manage their emotions and balance them with a meaningful and vibrant social life, as well as
cope with and overcome adversity and trauma. Courses help students understand the consequences
of substance use and abuse, and empathize with others to create long-lasting relationships. Interactive
activities help students reflect on circumstances and possible solutions to problems, build a framework
for citizenship, embrace the value of diversity, and appropriately use their voices to fight injustice.
Imagine Purpose is committed to delivering culturally responsive instruction. Before courses are
published, a team of experienced classroom teachers and experts review instructional materials for
bias and sensitivity. Careful efforts are taken to ensure students with a variety of socioeconomic and
geographic upbringings can access and relate to the material.
Published courses are taught by 80 content experts who hail from a variety of industries and walks of
life (i.e., mental health professionals, social figures, educators, athletes, philosophers, celebrities, CEOs,
intellectuals, and entrepreneurs).
Diversity (what it is, why we need it, how to embrace it, and how to combat prejudice), inclusion (how to
build bridges with people who are different), and respecting people’s differences are reoccurring themes
in Imagine Purpose’s online lessons.
Imagine Purpose’s professional development also strives to be culturally responsive. Educators are taught
strategies for how to acknowledge the contributions of all students, regardless of culture. They are also
given tips on how to open the lines of communication so that they can directly support students.
3. Accommodations to Meet the Need of All Learners
Neuroscientists have identified two types of memory that support learning: working memory (where
we consciously process information) and long-term memory (a much larger body of connected
information). Practice (when a motor or cognitive skill is repeated over time) transfers knowledge from
working memory to long-term memory. Research shows that students learn more effectively if cognitive
load—the burden placed on working memory—is reduced so that working memory can be devoted to
important learning tasks (Sweller, 2008). Experts recommend using instructional scaffolding (supports
such as prompts, cues, or interactive tools) to accommodate students of all learning styles and abilities
(Center for Applied Special Technology, 2011).
IMAGINE PURPOSE SUPPORTS FOR DIVERSE LEARNER NEEDS
Imagine Purpose includes a variety of supports to meet the needs of all learners:
Videos are chunked into sections, and captions and transcripts are available for all content.
Students can learn at their own pace, pause and rewind videos, mark up text, and take
electronic notes.
Teachers have options to customize the course settings (e.g., adjust the time allotted for
assessments; change the grade weights for quizzes and written assignments) to make the level
of challenge more appropriate for individual students.
Read-aloud and translation tools help students with language needs.
Figure 5. In both online
and offline activities, Imagine
Purpose challenges students to
analyze their own beliefs and
biases, listen to others, and
reflect on the broader ethical
consequences for intragroup,
intergroup, and institutional
relations.
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A digital notebook called eNotes enables students to take notes, record, synthesize, and organize
their thinking.
A dynamic glossary and a word look-up tool help students build their academic vocabulary, while
transcripts and video captions enable students to follow along with the on-screen expert.
Relevance is optimized through topics that are relevant to students’ lives and application to real-
world situations.
4. School–Family Partnerships
Experts agree that “families are a child’s first teacher and an essential factor in the cultivation of
social and emotional competencies throughout a child’s life” (CASEL, 2017, p. 2). Research shows that
promoting parent–child interaction in SEL learning activities is associated with improved academic
achievement and behavioral outcomes (Albright & Weissberg, 2010; Durlak et al., 2011; Garbacz et al.,
2015; Patrikakou & Weissberg, 2007).
IMAGINE PURPOSE LESSON ACTIVITIES TO SUPPORT SCHOOL–FAMILY PARTNERSHIP DEVELOPMENT
Imagine Purpose recognizes the importance of school–family partnerships. Each course includes four
caregiver/mentor activities that provide opportunities for students to apply and extend the skills they
have learned and to practice at home. Activities focused on the home aim to connect family members
to the school community by engaging in discussions that foster deep reflection on SEL competencies.
For example, in a lesson on self-awareness, students ask caregivers/mentors about a time in their life
when they struggled with self-esteem and what they did about it. They also ask whether they ever had
angry or extreme emotions that made them feel out of control and what they did about it. Students
then share one of their strengths and weaknesses and something they learned from the lesson. After
students have the conversation at home, they provide an outline of the conversation and share it with
the classroom, building home–school connections.
Figure 6. Imagine Purpose
extends learning into the home
by including activities that ask
students to work with a parent,
guardian, or mentor.

Figure 7. Imagine Purpose
Routines and Facilitation
Guides strengthen educators’
social and emotional skills,
and, as a result, enable SEL
classrooms to flourish.
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5. Ongoing Professional Development
Research confirms that the success of SEL programs depends on whether the essential elements are
delivered with high quality and the intended frequency (Durlak & DuPre, 2008). Experts agree that
implementation quality is determined in large part by the training and ongoing support school staff
receive (Wanless et al., 2015). As Jennings and Frank (2017) note, high-quality professional development
should instruct teachers in the “program’s theory, principles and strategies and to help them become
familiar with required curricular activities, so that they can deliver the intervention with a high degree
of fidelity” (p. 424). They also need ongoing support to integrate SEL concepts as they continue to
implement programs throughout the year (CASEL, 2017).
IMAGINE PURPOSE’S EXPANDED PROFESSIONAL DEVELOPMENT OPTIONS
Imagine Purpose delivers high-quality professional development that prepares teachers to cultivate
and grow students’ social and emotional development skills. Imagine Purpose implementation
consultants bring together district officials, school leaders, and teachers to determine how Imagine
Purpose will be integrated, positioned, and advocated for at each school. Imagine Purpose consultants
help stakeholders create an implementation model, set measurable benchmarks (e.g., 90 minutes
per week), and create a plan to achieve goals. During in-person training, educators learn about the
program’s theory of change, as well as how to navigate content both inside and outside of the learning
management system. Teachers walk away with practical classroom management strategies, as well as
best practices for growing relationships with students, facilitating interactive discussions and activities,
and using data to drive instruction.
A detailed facilitator’s guide provides a practical framework to coach and empower students using
the SEL curriculum. Teachers learn how to guide students to discover their purpose, identify areas for
improvement, and unleash their limitless potential. A three-pronged instructional routine helps students
learn how to 1) be active watchers and listeners, 2) have safe and socially aware discussions, and 3)
activate prior knowledge and engage in critical thinking.
Social and Emotional Learning Research Foundations
14Social and Emotional Learning Research Foundations
Conclusion
In conclusion, Imagine Purpose, provided in partnership with Imagine Learning, translates the best research
in online learning, neuroscience, pedagogy, and educational psychology into its instructional design. The
program’s engaging curriculum, targeted support for diverse learners, family engagement elements, and
focused professional development ensure that students develop the productive attitudes and prosocial
behaviors needed for success in school, work, relationships, and life.
References
Albright, M. I., & Weissberg, R.P. (2010). Family-school partnerships to promote social and emotional learning. In S.L. Christenson & A.L. Reschly (Eds.),
Handbook of school-family partnerships (pp. 246-265). Routledge.
Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The economic value of social and emotional learning. New York: Center for
Benefit-Cost Studies in Education Teachers College, Columbia University.
Center for Applied Special Technology (CAST). (2011). Universal Design for Learning guidelines, version 2.0. Author.
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org/wp-content/uploads/2017/11/CASELCaregiverGuide_English.pdf
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