The Journal of Social and Emotional Learning is the flagship journal from Center for Responsive Schools (CRS). The Journal is published monthly and is intended for everyone who is interested in social and emotional learning (SEL) and how it is a necessary component of the educational environment. Each issue contains articles written by educators and experts in the SEL field.
Issues are organized around a theme that supports SEL. Writing submissions should be aligned with one of our predetermined themes.
Each submission is reviewed for content, quality, and appropriateness. Manuscripts are either accepted as submitted, returned for revisions, or rejected. CRS reserves the right to reject poor quality or untimely material, whether solicited or otherwise, at any time during the editing process. Initial acceptance of an article is not a guarantee of publication.
We ask that you not submit manuscripts that are currently under consideration or in process with another publication.Submit Your Manuscript
January 2021 – Two Sides of the Same Coin
Social and emotional skills must be taught, just like academic skills. Taking time during the school day to teach cooperation, assertiveness, responsibility, empathy, and self-control means that students will have purposeful opportunities to develop and grow their competency. This issue will explore the explicit teaching of SEL skills in both virtual and in-person classroom environments.
February 2021 – The Power of Cooperation
We know that cooperation—how we work together as adults—is as important as our individual contribution or competence. Articles that showcase how adults are working together to create safe, joyful, and inclusive classrooms and school communities and how this collaborative work can help address equity issues are welcomed. This issue will also focus on the importance of students and adults building and maintaining positive relationships and how having the ability to make and keep friends is a vital SEL skill needed to be a contributing member of the classroom and school community and beyond.
March 2021 – Mindfulness
People experience overwhelming thoughts and emotions at any age and at any stage of their lives. In this issue, we will explore how mindfulness principles and practices can help individuals manage overwhelming thoughts, and develop both resilience and self-awareness.
April 2021 – SEL Beyond the Bell
Children learn each day on the bus on the way to school, as well as in school hallways and their classrooms; on the playground, as well as in the science or computer lab. The life and function of schools go far beyond the set hours of the school day. In this issue, we will explore the ways social and emotional learning impacts schools beyond the bell.
May 2021 – Celebrating Teaching
Teachers working together to create a safe, joyful, and inclusive school environment is as important as their individual contribution or competence. To celebrate and honor the art of teaching, we will focus on how teachers have supported one another, and their students, to create optimal learning environments in schools around the world. Articles will focus on how teachers have created space for students to learn, the legacies experienced teachers leave, how good teachers become great, and the adaptations teachers have made to ensure success for all students.
What We Look For
Each month our journal has a theme that will indicate what we are looking for in article submissions.
Articles should be between 800–2,000 words and written in a conversational style. The subject of the article should cover social and emotional learning topics useful for PreK–12 educators:
- Research-based SEL solutions addressing current issues in schools
- Supported thesis on a controversial SEL topic
- Program descriptions (school, district, or state information only)
- Use of practical examples, as appropriate
- International contributions are welcomed
Because this journal is directly related to our products, we cannot endorse another organization’s products that are in direct competition with our programs.
CRS has a deep commitment to diversity, inclusion, and equity. We encourage writers of diverse backgrounds to submit manuscripts for consideration.
Formatting Your Manuscript
- We accept articles electronically in a Word format.
- Include a cover page with the following information:
- Suggested article title (subject to change by Journal staff)
- Author’s name (first and last)
- Number of words in the file
- Double-space text in the body of the article.
- Include your last name and page number in either the header or footer.
- Follow the Chicago Manual of Style for the main body of the article.
- For references, follow APA style. References in the text should be set in parens (Author last name, year) and then the full reference listed in bibliographic form at the end of the article.
- Authors are solely responsible for the accuracy of citations, quotations, and information supplied for figures and charts.
- As appropriate, authors also can include a list of additional resources, even if they are not directly cited in the article.
- If charts, graphs, or infographics are relevant to the manuscript, please include them along with associated raw data/information.
The Editing Process
After receiving your submission, it will be reviewed and vetted by our editors. Note that we cannot accept all submissions. Your submission may not be accepted (1) due to length considerations, (2) subject matter not appropriate to the journal, or (3) concerns about the quality of the submission.
Once your article has been accepted, it will undergo a review by our Publications group. After this review, the manuscript may be returned to you with a request for changes. (For example, we may ask you to expand an area or request further information that will enhance your article.)
Your article will then be assigned to a project editor, who will then assign a copyeditor. The copyeditor will read and edit your manuscript for grammar, spelling, and adherence to CRS style. They will also smooth the rough edges and query any parts that may be unclear for the reader. When editing, we use the Track Changes feature so edits can be clearly read and Comments feature for queries and notes.
After your article has been copyedited, the project editor will email the file to you and to the editor of that particular issue to review the edits and any queries. We usually allow four days in the schedule for the review.
When reviewing the copyedited file, it’s important to keep the Track Changes feature on so we can see any responses to the edits. If you agree with an edit, you do not need to do anything. If you disagree with an edit, please add a note using the Comment feature. For queries, you can reply directly in the Comment bubble.
The reviewed file should be emailed back to the project editor, who will then review your responses and, if there are no follow-up questions, save the changes and forward the file to our compositor for paging. The compositor will then lay out the pages.
The pages will circulate in-house among our directors for their review. The pages will also be read word-for-word by one of our proofreaders and undergo a review by the project editor as well. Any corrections will be made and checked, until the quality of the journal is assured and ready for posting.
Authors are responsible for obtaining any necessary permission for use of provided photographs or images. We ask that you include the photographer’s name or the source for each image provided, as well as a brief explanation of images (for example, description of the activity performed, name/location of any schools or facilities featured, etc.).
- File formats accepted: TIF, EPS, JPEG, PNG.
- High resolution (ideally 300dpi)