SEL
Six critical pathways
of getting into physical contact with that
What we know
About the authors
person, we can solve the problem by Fay E. Brown is an Associate Research
speaking instead of fi ghting.” Shemar
●
Social and emotional development Scientist at the Yale Child Study Center
states, “Last year I used to get into a lot is inextricably interconnected to and Director of Child and Adolescent
of trouble, but when I learned about the development along other critical Development for the Comer Process.
Comer pathways, I changed.” He noted that pathways. Christine Emmons is an Associate Research
the pathways that helped him were “the
●
Through planned mediated activities Scientist at the Yale Child Study Center
cognitive, the language, and the social” such as morning meetings, students’ and Director of Program Evaluation for the
[because] “I learned how to think before problem solving skills, their learning, Comer Process.
I act.” and their development can be greatly James P. Comer is the Maurice Faulk
Another student, Mehkai, noted, “At the enhanced. Professor of Child Psychiatry at the Yale
beginning of the year, I had a lot of problems
●
In schools where a developmental Child Study Center and Founder of the
with other people to control myself. So understanding permeates the culture, Comer Process/School Development
because of morning meetings, after a there is a greater likelihood for Program.
while I got better in controlling myself and student success.
solving my problems.” Brianna adds that
she learned about the importance of tone (TDISS). Students completed the Student
Further reading
of voice, “It’s not what you say to a person, Development Survey (SDS). The schools’ Yale School Development Program Staff
it’s how you say it to a person. If you say scores on the TDISS variables were correlated (2004), Essential Understandings of
something to a person in a mean way, they with their scores on the SDS variables to the Yale School Development Program.
are not going to listen to you, but if you say examine the relationship between teachers’ In Comer JP, Joyner ET, & Ben-Avie M,
it in the correct tone of voice, in a nice way, emphasis on the pathways and student Transforming School Leadership and
it will make them want to help you and be behavior. We found that: Management to Support Student Learning
your friend.”
●
In schools where teachers put greater and Development: The Field Guide to
focus on the psychological and cognitive Comer Schools in Action. Thousand Oaks,
Assessing the impact development of the students, both male CA: Corwin Press, Inc.
Survey results support information from and female students are more likely to
interviews that teachers’ focus on the report greater focus on their language,
Brown FE, & Corbin JN (2004), Child
pathways is related to students’ development psychological, and cognitive development.
Development: The Foundation of
along them. In the fall of 2007, teachers in
●
Students reported feeling more confi dent,
Education. In Comer JP, Joyner ET, & Ben-
eight schools (four high, three middle, and believing they can do things well, taking
Avie M, Six Pathways to Healthy Child
one intermediate) across three districts pride in themselves, interacting more
Development and Academic Success: The
completed the Teacher Development easily with their peers, and knowing how to
Field Guide to Comer Schools in Action.
and Instructional Strategies Survey problem-solve effectively.
Thousand Oaks, CA: Corwin Press, Inc.
winter 2010 Better: Evidence-based Education 19
Better(US)Win10 pp18-19 Pathways.indd 19 23/2/10 17:06:20
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