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The Comer School Development Program (SDP) is a child-centered, whole-school reform model that uses collaboration among parents, educators, and mental health professionals to improve student academic and psychosocial development. Developed by child psychiatrist Dr. James Comer and his colleagues at the Yale Child Study Center in 1968, the program aims to create a positive, supportive school culture, especially for students in low-income urban areas.
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The New Haven Social Development Program was a school-based initiative that pioneered the concept of social-emotional learning (SEL). Developed in the late 1980s by researchers and educators in Connecticut, it served as a model for promoting students' social and emotional skills to improve behavior and academic performance.
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The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a nonprofit organization founded in 1994 to promote evidence-based social and emotional learning (SEL) in education from preschool through high school. CASEL provides leadership through research, policy recommendations, and practical guidance for integrating SEL into schools and communities.
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Transformative Social and Emotional Learning (TSEL) is a framework that deepens traditional SEL by focusing on equity, social justice, and collective well-being. Beyond helping individuals develop their own social and emotional skills, TSEL aims to create more just and inclusive communities through critical reflection and action.