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Editorial
June 2018

Regulating Our Enthusiasm for Self-regulation Interventions

Author Affiliations
  • 1Department of Psychology, Temple University, Philadelphia, Pennsylvania
JAMA Pediatr. 2018;172(6):520-522. doi:10.1001/jamapediatrics.2018.0376

The notion that we ought to take deliberate steps to facilitate the growth of students’ noncognitive skills isn’t new, but it has become something of a rallying cry among educators in recent years.1 Advocates contend that strengthening children’s noncognitive skills is a worthwhile endeavor and that schools themselves should devote time and resources to it. Efforts to stimulate the growth of nonacademic capacities have stimulated the growth of dozens of socioemotional learning curricula, specialized charter schools, entire education networks, and numerous national commissions.

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