ABSTRACT
We present a framework based on the foundation that social emotional learning (SEL) and mental health are imperative components of schools’ missions. Efforts to understand problems and intervene should be based on a contextual understanding of student experiences and be rooted in data. Systems for monitoring data from multiple ecological levels need to be in place, and information shared with all stakeholders. This monitoring framework suggests that providing local, regional and national data will allow schools and districts to make decisions regarding the adaptation, development, implementation and evaluation of interventions. We draw on our research to provide examples of how monitoring can impact the experiences of students, families, teachers, administrators, schools, and districts.
