How Arts Education Supports Social-Emotional Development: A Theory of Action
From 2017 to 2019, the University of Chicago Consortium on School Research and Ingenuity, a Chicago arts education advocacy organization, collaborated to examine the relationship between arts education and social-emotional development. The project consisted of a literature review and interviews with educators, administrators, students, and parents in Chicago Public Schools. Combining this arts-specific research with multidisciplinary literature on child and adolescent development, we published a report in 2019 in which we proposed a theory for how arts learning experiences can help develop young people’s social-emotional competencies.
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Instructional practices rooted in action and reflection could transform how all disciplines build students' competencies.
Arizona leverages partnerships, ESSA funding, and a diploma seal to bolster equitable access to arts learning.
Six communities follow Chicago's lead in developing arts education census data and maps.
Several states are using ESSA to increase access and quality in arts instruction.
Arts educators bring creativity and process expertise to their work on statewide accountability.
If research is to inform state policy, important gaps in research should be filled.