Schoolwide Collaboration for Transformative Social Emotional Learning
by Kristy Hill, Abbie Harriman, and Amy Grosso
August 2021, 243pp, 7 x 10
1 volume, Libraries Unlimited

Paperback: 978-1-4408-7659-2
$60, £47, 53€, A83
eBook Available: 978-1-4408-7660-8
Please contact your preferred eBook vendor for pricing.

Provides answers for dealing with the mental health crisis in our schools.

Schools and libraries can make a difference by teaching kids how to identify and cope with emotions, how to communicate with confidence and empathy, and how to persevere even when things are difficult.

The authors of this helpful text define transformative social-emotional learning and its impact on students and schools. They present current brain research to support social-emotional programming in a whole school program with collaborative lesson ideas adaptable to all age levels for the use of counselors, librarians, administrators, classroom teachers, and all special area teachers. All lessons provide lists of extended student and faculty readings.

Illustrating and highlighting how social-emotional programming helps foster and transform the culture of a school to one of belonging and acceptance, the authors also provide necessary application lessons for all educators in all areas of a school, including ideas for such common areas as playgrounds, cafeterias, classrooms, and libraries, and even ideas for implementation by school administrators.

Research cited predicts desired outcomes, including a culture of belonging, increased student engagement and achievement, and a more compassionate school staff. Ideas and activities provided for professional development for educators benefit students and staff alike.


  • Addresses the growing need for teaching students how to identify and regulate emotions
  • Discusses building character traits that will help students reach their full potential
  • Shows how to transform the school by creating a culture of belonging and equity while increasing achievement
Kristy Hill is a social emotional learning coach in Fort Worth, TX. She has 20 years of education experience in the classroom and school libraries. She is the author of professional books for educators including Teaching Elementary Students Real Life Inquiry Skills and Guided by Meaning in Primary Literacy. She is the recipient of the 2018 Sue German Award for her literacy advocacy.

Abbie Harriman is the coordinator for social emotional learning for Keller ISD. She earned an undergraduate degree in psychology and a masters in school counseling and has 14 years of experience in public education. Harriman has taught a variety of classes in subjects ranging from math to theater in grades 6–12 and served as an elementary counselor. As a teacher, she earned her region's Golden Apple Award for excellence in teaching, and in 2019 she was named as one of the Top Five Counselors in the State of Texas by the Lone Star State School Counseling Association.

Dr. Amy Grosso is the director of behavioral health services at Round Rock ISD. Dr. Grosso completed her PhD in counseling and counselor education at the University of North Carolina at Greensboro. She started her career as a mental health counselor at Wake Forest Baptist Health. She now oversees a team of social workers and campus-based mental health centers at a large school district. In addition, Dr. Grosso is part of the formation of a new district police department aimed at reforming school policing by focusing on safety and security, behavioral health, equity, and student advocacy. Dr. Grosso also serves as the board chair for the Central Texas chapter of the American Foundation of Suicide Prevention.


If there ever was a timely publication of a book, it is Schoolwide Collaboration for Transformative Social Emotional Learning by Kristy Hill, Abbie Harriman, and Amy Grosso. In these days of trauma and upheaval in our schools, a pandemic, and climate and gun issues, these authors present not only the history of theories on such topics as holistic wellness and human development but also the research and pedagogy to transform the climate of a school using specific applications—strategies and activities from early childhood through young adulthood and adulthood. Each author brings great experience to the table. Collectively, we find expertise as a school counselor, SEL coordinator, SEL Coach, a doctorate in mental health, and a librarian. Thus, their word takes on the patina of leveled practical and professional knowledge. What I found especially exciting is the audience for this book. Wide in its scope, it addresses teachers and librarians, but also administrators, specialists. Then it radiates out to the too-often ignored school support staff. Finally, because this book calls for creating a culture of belonging, it extends to the family and the community. In a phrase: There is something for everyone. —Joyce Armstrong Carroll, EdD, HLD, Abydos Literacy Learning

The authors' approach to Transformative Social and Emotional Learning (TSEL) is especially valuable because they frame it by the issues that are priorities for today’s educators: a whole-child approach to teaching and learning, a focus on equity and cultural responsiveness, and empowerment of students to manage their own attitudes and behavior. Schoolwide Collaboration for Transformative Social Emotional Learning provides a blueprint for immediate, school-wide implementation of TSEL by including implementation strategies for all members of the school community (e.g., administrators, teachers, librarians, support staff, and families) as well as specific instructional strategies, lessons, and resources for 36 high-priority SEL competencies.—Barbara K. Stripling, former school librarian, Professor Emerita, Syracuse University

The authors bring a vital “whole community” approach to creating an inclusive learning environment that engages both hearts and minds. Intended for all adults working with students, the book combines both an extensive overview of TSEL as well as a range of strategies and activities for practitioners to use in their work with K-12 learners.—Violet H. Harada, Professor Emeritus, University of Hawaii, Library and Information Science Program
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