{"id":74615,"date":"2023-01-17T10:54:36","date_gmt":"2023-01-17T16:54:36","guid":{"rendered":"https:\/\/casel.dev\/?post_type=blogposts&#038;p=74615"},"modified":"2025-10-15T13:33:36","modified_gmt":"2025-10-15T18:33:36","slug":"how-researcher-practitioner-partnerships-spark-innovation","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/how-researcher-practitioner-partnerships-spark-innovation\/","title":{"rendered":"How Researcher-Practitioner Partnerships Spark Innovation"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\"><strong>Key Points<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<ul class=\"wp-block-list\">\n<li>A researcher and a practitioner share insights into an integrated education model that focused on empowering students through meaningful relationships, understanding the nervous system, and implementing regulated routines.<\/li>\n\n\n\n<li>The integrated model\u2019s \u201cpower-with\u201d structure fosters autonomy and self-management by allowing students to explore their strengths and areas for growth.<\/li>\n\n\n\n<li>A partnership between researchers and practitioners explores how to measure the model\u2019s impact without relying on traditional metrics like test scores.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p>In this post, we\u2019d like to (1) introduce a novel model of schooling that integrates academic learning with SEL and (2) highlight how researcher-practitioner partnerships can advance our understanding of these innovative approaches to educating students.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"the-teacher-perspective-ms-schmeling\"><strong>The Teacher Perspective: Ms. Schmeling<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Over the past decade, I have taught in an educational model that integrates SEL and academic learning through a unique appreciation of the nervous system. This model understands SEL as a thread to be woven into the fabric of everyday school processes. My experience has allowed me to see how traditional education can be transformed to a space where all students are successful. Below, we summarize how many traditional educational models understand the school system, its approach to discipline, and its priorities. In contrast, we summarize our integrated educational model\u2019s understanding of each of these components, which form the three pillars of the model and our approach to SEL.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td> <strong>Traditional Education Model<\/strong><\/td><td> <strong>Integrated Education Model<\/strong><\/td><\/tr><tr><td> <strong>Emphasis of the System<\/strong><\/td><td>School-Level Order:&nbsp;Supports order and operation of physical school space<\/td><td><br>Student-Level Regulation&nbsp;Within the System: Recognizes that the school environment, including adults and policies, work together to support individual students\u2019 self-regulation&nbsp;&nbsp;<br><strong>Pillar 1: \u201cPower-With\u201d Structure<\/strong><br>&#8211;<\/td><\/tr><tr><td> <strong>Discipline<\/strong><\/td><td>Compliance and Consequence-Based:&nbsp;Emphasis on attendance, citations, and external motivation<\/td><td>Inclusive and Restorative:&nbsp;By understanding that stress drives behavior, discipline is constructive&nbsp;<br><strong>Pillar 2: Self-Regulation<\/strong><br>&#8211;<\/td><\/tr><tr><td><strong> Priority<\/strong><\/td><td>Academics:&nbsp;Grades and test scores are the most important benchmark of success<\/td><td>Academic, Social, Emotional, and Physical Well-Being: Each domain is a priority&nbsp;<br><strong>Pillar 3: Regulated Routines for Holistic Well-Being<\/strong><br>&#8211;<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p>SEL is integrated into the three main pillars that ground this educational model: a \u201cpower-with\u201d structure, emphasis on self-regulation, and regulated routines for holistic well-being. As an example, we highlight how self-management, in particular, is developed within each of these pillars. A \u201cpower-with\u201d structure grows out of meaningful relationships between teachers and students, with each member of the community as an equal participant. Rather than telling students what to do, students have autonomy to select their activities through authentically identifying their strengths, needs, and areas of growth. By working <em>with <\/em>students, this structure empowers students to manage themselves and their learning rather than following rote instruction.&nbsp;<\/p>\n\n\n\n<p>With regard to self-regulation, we work on developing students\u2019 self-management skills through understanding the body\u2019s regulatory process of the nervous system. The nervous system is a unifier\u2014everyone has one. Learning about emotions and how they manifest in the body through the nervous system destigmatizes mental health challenges and behaviors, which are often met with harsh disciplinary action. This allows everyone to authentically connect to the conversation about how they practice self-management without fear of stigma or punishment.&nbsp;<\/p>\n\n\n\n<p>Finally, with regard to addressing all domains of well-being, students develop self-management skills by following a consistent regulating sequence. Our daily schedule consists of a predictable start to the day, time for authentic connection (classroom instruction done deliberately in a circle), personal centering (daily walk), student-driven exploration (student inquiry-based academics), and reflection (planning next steps and self-reflection). Within this schedule, we provide time for developing not only students\u2019 academic learning, but also their social, emotional, and physical well-being.&nbsp;<\/p>\n\n\n\n<p>We\u2019ve heard positive feedback about how students in this integrated educational model improve their social and emotional skills, in addition to their attendance, behavior, and likelihood of graduation. What we didn\u2019t have were quantitative assessments of the impacts of this integrated education model that we could bring back to key stakeholders, such as parents, school administration, and community members.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"the-researcher-perspective-dr-braun\"><strong>The Researcher Perspective: Dr. Braun<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>As researchers, we often have our own ideas about what types of programs should be studied, yet a solely researcher-focused agenda does not shed light on the creative ways teachers may <em>already <\/em>be integrating SEL into everyday schooling. In reaching out to collaborate on investigating the impacts of this novel integrated educational model, Ms. Schmeling and I have formed a partnership that merges rigorous scientific inquiry with a real-world need.&nbsp;<\/p>\n\n\n\n<p>This partnership has challenged both of our thinking: How do we develop an evidence-base for an approach that is already embedded within a school context? How do we measure change in students\u2019 attitudes and beliefs about school? How do we demonstrate the effectiveness of a program without using test scores? How do we bring rigorous research to our understanding of this real-world program?<\/p>\n\n\n\n<p><em>The views in this blog are those of the authors and do not necessarily reflect the views of CASEL<\/em>.<\/p>\n\n\n\n<p><em><strong>Ms. Hallie Schmeling<\/strong>, has co-created, evolved, and taught in an innovative education program for the past 12 years in southeast Wisconsin. She also co-hosts a podcast called Educators Amplified that gives voice to teachers in the school system to build hope and preserve the education profession. Follow her on Instagram and Facebook @EducatorsAmplified.<\/em><\/p>\n\n\n\n<p><em><strong>Dr. Summer Braun<\/strong> is an assistant professor in the Department of Psychology and affiliated with the Center for Youth Development and Intervention at the University of Alabama. Her program of research focuses on understanding teachers\u2019 social and emotional competencies, occupational health, and well-being, and their associations with students\u2019 social, emotional, and behavioral development using a variety of methodological approaches. Her work bridges research and practice by studying interventions designed to support the health and well-being of teachers and students, such as mindfulness-based wellness programs. She is also a <em><em><a href=\"https:\/\/casel.org\/about-us\/our-mission-work\/casel-weissberg-scholars\/\" target=\"_blank\" rel=\"noreferrer noopener\">CASEL Weissberg Scholar<\/a><\/em><\/em>. Connect with her via email (ssbraun@ua.edu) or Twitter @SummerBraun_PhD.<\/em><\/p>\n\n\n\n<p><strong>Related Posts<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/three-opportunities-for-sel-research-and-practice\/\" target=\"_blank\" rel=\"noreferrer noopener\">Three Opportunities for SEL Research and Practice<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/how-can-districts-learn-about-sel-from-each-other-austin-and-albuquerque-lead-the-way\/\" target=\"_blank\" rel=\"noreferrer noopener\">How Can Districts Learn About SEL From Each Other? Austin and Albuquerque Lead the Way<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/inquiry-based-learning-what-happens-when-we-put-kids-in-control-of-their-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Inquiry-Based Learning: What Happens When We Put Kids in Control of Their Learning?<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"write-for-us\"><strong>Write for Us<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog,&nbsp;<em>Constellations<\/em>?&nbsp;<a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a>&nbsp;about what we\u2019re looking for and how to pitch your idea!<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points Back to top In this post, we\u2019d like to (1) introduce a novel model of schooling that integrates academic learning with SEL and (2) highlight how researcher-practitioner partnerships can advance our understanding of these innovative approaches to educating students.&nbsp; The Teacher Perspective: Ms. Schmeling Back to top Over the past decade, I have [&hellip;]<\/p>\n","protected":false},"author":26603,"featured_media":74620,"comment_status":"open","ping_status":"closed","template":"","theme":[201],"class_list":["post-74615","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-deep-dives"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/74615","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/26603"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=74615"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/74620"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=74615"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=74615"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}