ABSTRACT
The transition to evidence-based teaching practices must not be constricted by a narrow perspective focusing only on academics. The study of effective teaching practices must also encompass the social, emotional, and ethical goals of education as well. Cohen (2006) points out that we have failed to substantially integrate these goals into our curriculum and yet we are increasingly aware that these form the essential foundations for psychological and emotional well being (for review see Goldstein and Brooks, 2005). Generating evidence that addressing these goals leads to lifelong resilience will require creative, longitudinal studies. Emotional health, psychological well being, empathy, altruism, and connections with others are after all much more diffi cult to defi ne and measure than reading and math grade levels, but yet they are equally important factors in assessing classroom environments and the learning process.
