The Responsive Classroom Approach

Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project—a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods—some of the partner schools addressed this dilemma by implementing the Responsive Classroom approach, created by the Northeast Foundation for Children to support students’ social-emotional development. No other intervention during the project ended up looking so different from school to school. At one extreme, an entire school community was transformed. At the other extreme, a school came to see the approach as an ivory-tower program unsuited for inner-city children. This article briefly describes the Responsive Classroom approach and conveys the range of implementation experiences in the Schools Project through four case histories

Developmental psychology · Dilemma · Erikson's stages of psychosocial development · General partnership · Intervention (counseling · Mathematics education · Pedagogy · Political science · Community Health and Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology

• To Whom Do These Results Apply? Assessing Evidence for the Generalizability of Social and Emotional Learning Programs Among Specific Racial and Ethnic Groups

  Open Access•Tiffany M Jones, Bo‐Kyung Elizabeth Kim et al.•Review of Educational Research•2026

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• Redundant men

  Open Access•Sara Willott, Christine Griffin•Journal of Community & Applied…•2004

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• Do as I Say

  Open Access•Mei Tan, Dorottya Demszky•Educational Researcher•2026

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• Caring school communities

  Victor Battistich, Daniel Solomon et al.•Educational Psychologist•1997

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• Teachers and Teaching

  Open Access•Linda Darling-Hammond•Educational Researcher•1998

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