Photo of Weissberg, Roger P.

Roger P. Weissberg, PhD

UIC/LAS Distinguished Emeritus Professor

Psychology

About

Roger P. Weissberg is UIC Distinguished Emeritus Professor of Psychology and directs the Social and Emotional Learning (SEL) Research Group.  The SEL Research Group focuses on reviews of SEL research, SEL programs, assessment tools, and efforts to advance SEL practice and policies. Weissberg is also Board Vice-Chair and Chief Knowledge Officer for the Collaborative for Academic, Social, and Emotional Learning (CASEL), an organization committed to making evidence-based social, emotional, and academic learning an essential part of preschool through high school education. Since 1980 Weissberg has trained scholars and practitioners about innovative ways to design, implement, and evaluate family, school, and community interventions.

Weissberg has authored more than 260 publications focusing on positive youth development programming to enhance the social, emotional, and academic learning of children and adolescents.  He has been the president of the American Psychological Association’s Society for Community Research and Action.  He co-chaired an American Psychological Association task force on “Prevention: Promoting Strength, Resilience, and Health in Young People”.  He also served both as a commissioner and as a member of the Council of Distinguished Scientists for the National Commission on Social, Emotional, and Academic Development.

Weissberg has been the President of the American Psychological Association's Society for Community Research and Action. He co-chaired an American Psychological Association Task Force on "Prevention: Promoting Strength, Resilience, and Health in Young People." He is a recipient of the William T. Grant Foundation's five-year Faculty Scholars Award in Children's Mental Health, the Connecticut Psychological Association's Award for Distinguished Psychological Contribution in the Public Interest, and the National Mental Health Association's Lela Rowland Prevention Award. He was named a 1997-2000 University Scholar at the University of Illinois and also was a 2004-2005 UIC Great Cities Institute Scholar. Professor Weissberg received the 2000 American Psychological Association's Distinguished Contribution Award for Applications of Psychology to Education and Training, and the Society for Community Research and Action 2004 Distinguished Contribution to Theory and Research Award. He also received the 2008 "Daring Dozen" award from the George Lucas Educational Foundation for being 1 of 12 people who are reshaping the future of education. Weissberg was elected to the National Academy of Education in 2013 for his contributions to education research and policy.

Born in Newark, New Jersey, Professor Weissberg graduated Summa Cum Laude and Phi Beta Kappa with a BA in Psychology from Brandeis University in 1974. He received his PhD in Clinical-Community Psychology from the University of Rochester in 1980. He was the Research Director for the Primary Mental Health Project from 1980 to 1982. He was a professor in the Psychology Department at Yale University between 1982 and 1992 where he collaborated with the New Haven Public School System to establish New Haven's kindergarten through grade 12 Social Development Project.  Weissberg lives in Wilmette Illinois. He and his wife, Stephanie Wright, a clinical psychologist, have two wonderful children: Elizabeth and Ted.

Selected Publications

Authored and Edited Books

Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2015). Handbook of social and emotional learning: Research and practice. New York: Guilford.  

Devaney, E., O’Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. P. (2006). Sustainable schoolwide social and emotional learning: Implementation guide and toolkit. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

Patrikakou, E. N., Weissberg, R. P., Redding, S., & Walberg, H. J. (Eds.).  (2005). School-family partnerships for children’s success. New York: Teachers College Press.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg. H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say?  New York:  Teachers College Press.

Weissberg, R. P., & Kumpfer, K. (Eds.). (2003). Special Issue:  Prevention that works for children and youth.  American Psychologist, 58, 425-490.

Weissberg, R. P., Walberg, H. J., O’Brien, M. U., & Kuster, C. B. (Eds.).  (2003). Long-term trends in the well-being of children and youth.  Washington, DC: Child Welfare League of America Press.

Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago, IL: Author.

Cicchetti, D., Rappaport, J., Sandler, I. N., & Weissberg, R. P. (Eds.). (2000).  The promotion of wellness in children and adolescents. Washington, DC: Child Welfare League of America Press.

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.

Weissberg, R. P., Gullotta, T. P., Hampton, R. L., Ryan, B. A., & Adams, G. R (Eds.). (1997). Healthy children 2010: Establishing preventive services. Thousand Oaks, CA: Sage.

Schneider, B. H., Attili, G., Nadel, J., & Weissberg, R. P. (Eds.). (1989). Social competence in developmental perspective. Boston: Kluwer Academic Publishers.

 

Journal Articles and Book Chapters

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2020).  Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist.

Weissberg, R. P. (2020). A valuable resource to enhance social and emotional learning practice.  In B. A. Gueldner, L. L. Feuerborn, & K. W. Merrell (Eds.), Social and emotional learning in the classroom: Promoting mental health and academic success (2nd ed.). New York: Guilford Press.

Yoder, N., Atwell, M. N., Godek, D., Dusenbury, L., Bridgeland, J. M., & Weissberg, R. P. (2020).  Preparing youth for the workforce of tomorrow:  Cultivating the social and emotional skills employers demand.  Collaborative for Academic, Social, and Emotional Learning, Chicago, IL.

Dusenbury, L., Yoder, N., Dermody, C., and Weissberg, R. P. (2020). An examination of K-12 SEL learning competencies/standards in 18 states. Collaborative for Academic, Social, and Emotional Learning, Chicago, IL.

Shriver, T. P., & Weissberg, R. P. (2020). A response to constructive criticism of social and emotional learning. Phi Delta Kappan, 101(7), 52-57.

Blyth, D., Weissberg, R. P., & Durlak, J. A. (2019).  Applied social and emotional learning (SEL research that fosters quality practice at scale.  Journal of Research in Innovative Teaching & Learning., 12 (1), 4-6. 

Weissberg, R. P. (2019).  Promoting the social and emotional learning of millions of school children.  Perspectives on Psychological Science, 14(1), 65-69.

Dusenbury, L., & Weissberg, R.P. (2018). Emerging insights from states’ efforts to strengthen social and emotional learning. Collaborative for Academic, Social, and Emotional Learning, Chicago, IL.

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (December 2018/January 2019). An update on social and emotional learning outcome research. Phi Delta Kappan, 18-23.

Mahoney, J. L., & Weissberg, R. P. (2018). Social and emotional learning in and out of school benefits young people. In H. J. Malone (Editor-in-Chief) and E. Devaney & D. A. Moroney (Volume Eds.), Current issues in out-of-school time. Volume 2: Social and emotional learning in out-of-school time: Foundations and futures (pp. xiii-xx). Charlotte, NC: Information Age Publishing.

Miller, J., Wanless, S. B., & Weissberg, R. P. (2018). Parenting for competence and parenting with competence: Essential connections between parenting and social and emotional learning School-Community Journal, 28(2), 9-28.

Weissberg, R. P. (2017).  Social and emotional learning:  It’s time for more international collaboration.  In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds).  Social and emotional learning in Australia and the Asia Pacific (pp. v-ix)Singapore:  Springer.

Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (Spring, 2017).  Social and emotional learning as a public health approach to children.  Future of Children, Vol. 27(1), 31-50.

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017).  Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children.  Child Development, 88(2), 408-416.

Taylor, R. D., Oberle, E., Durlak, J. A. & Weissberg, R. P. (2017).  Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. doi: 10.1111/cdev.12864.

Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education, 40, 644-681. doi: 10.3102/0091732X16673595.

Oberle, E., Domitrovich, E. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education. Published online Feb. 2, 2016. DOI: 10.1080/0305764X.2015.1125450

Weissberg, R. P. (2015). Education to promote all students’ social, emotional, and academic competence.  In Feuer, M. J., Berman, A. I., & Atkinson, R. C. (Eds.).  Past as prologue: The National Academy of Education at 50: Members reflect (pp. 185-191).  Washington, DC:  National Academy of Education.

Dusenbury, L. A., Newman, J. Z., Weissberg, R. P., Goren, P., Domitrovich, C. E., & Mart, A. K. (2015).  The case for preschool through high school state learning standards for SEL. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 532-548). New York: Guilford.

Mart, A. K., Weissberg, R. P., Kendziora, K.  (2015).  Systemic support for SEL in school districts.  In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.).  Handbook of social and emotional learning: Research and practice (pp. 482-499). New York: Guilford.

Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning:  Past, present, and future.   In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). New York: Guilford.

Schonert-Reichl, K. A., & Weissberg, R. P. (2014). Social and emotional learning: Children. In T. P. Gullotta & M. Bloom (Eds.), Encyclopedia of primary prevention and health promotion Part II. (2nd ed.).   (pp. 936-949) New York: Springer.

Elias, M. J., Kranzler, A., Parker, S. J., Kash, V. M., & Weissberg, R. P.  (2014). The complementary perspectives of social and emotional learning, moral education, and character education. In L. Nucci, T. Krettenauer, & D. Narvaez (Eds.), Handbook of moral and character education, (2nd ed.). (pp. 272-289), New York:  Taylor & Francis/Routledge.

Weissberg, R. P., & Cascarino, J. (2013, October). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2), 8-13.

Durlak, J. A., & Weissberg, R. P. (2013). Afterschool programs that follow evidence-based practices to promote social and emotional development are effective.  In T. K. Peterson (Ed.), Expanding minds and opportunities:  Leveraging the power of afterschool and summer learning for student success (pp. 194-198).  Collaborative Communications Group, Washington, D.C.

Dusenbury, L., Zadrazil, J., Mart, A., & Weissberg, R. P. (2011).  State learning standards to advance social and emotional learning. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294-309.

Albright, M. I., & Weissberg, R. P. (2010). School-family partnerships to promote social and emotional learning. In S. L. Christenson & A. L. Reschley (Eds.), The handbook of school-family partnerships for promoting student competence (pp. 246-265). New York: Routledge/Taylor and Francis Group.

Weissberg, R. P., Payton, J. W., O’Brien, M. U., & Munro, S. (2007). Social and emotional learning. In F. C. Power, R. J. Nuzzi, D. Narvaez, D. K. Lapsley, & T. C. Hunt (Eds.), Moral education: A handbook, Volume 2: M-Z (pp. 417-418). Greenwood Press: Westport, CT.

Zins, J., Payton, J. W., Weissberg R. P., & O’Brien, M. U.  (2007). Social and emotional learning and successful school performance. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), Emotional intelligence: Knowns and unknowns (pp. 376-395). New York: Oxford University Press.

Patrikakou, E. N., & Weissberg, R. P.  (2007). School-family partnerships and children’s social, emotional, and academic learning. In R. Bar-on, J. G. Maree, & M. J. Elias (Eds). Educating people to be emotionally intelligent (pp. 49-61). Heinemann Educational Publishers: Rondebosch.

Elias, M. J., O’Brien, M. U., & Weissberg, R. P. (2006). Transformative leadership for social- emotional learning. Principal Leadership, 7(4), 10-13.

O’Brien, M. U., Weissberg, R. P., & Munro, S. B. (Winter 2005/06). Reimagining education: In our dream, social and emotional learning – or “SEL” is a household term. Green Money Journal, XIV(2) No. 57.

Shriver, T. P., & Weissberg, R. P. (August 16, 2005).  No emotion left behind. New York Times OP-ED, A15.

Denham, S. A., & Weissberg, R. P. (2004).  Social-emotional learning in early childhood: What we know and where to go from here.  In E. Chesebrough, P. King, T. P. Gullotta, & M. Bloom (Eds.), A blueprint for the promotion of prosocial behavior in early childhood (pp. 13-50). New York: Kluwer Academic/ Plenum Publishers.

Weissberg, R. P., & O’Brien, M. U. (2004). What works in school-based social and emotional learning programs for positive youth development. The Annals of the American Academy of Political and Social Science, 591, 86-97.

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004).  The scientific base linking emotional learning to student success and academic outcomes.  In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say?  (pp. 3-22). New York, NY:  Teachers College Press.

Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003).  Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.

Weissberg, R. P., Kumpfer, K., Seligman, M. E. P. (Eds.). (2003). Prevention that works for children and youth: An introduction.  American Psychologist, 58, 425-432.

Weissberg, R. P., Resnik, H., Payton, J., & O’Brien, M. U. (2003). Evaluating social and emotional learning programs. Educational Leadership, 60 (6), 46-50.

O’Brien, M. U., Weissberg, R. P., & Shriver, T. P. (2003).  Educational leadership for academic, social, and emotional learning.  In M. J. Elias, H. Arnold, & C. Steiger (Eds.), EQ+IQ:  Best leadership practices for caring and successful schools (pp. 23-35).  Corwin Press: Thousand Oaks, CA.

Weissberg, R. P. (2000). Improving the lives of millions of school children. American Psychologist, 55, 1360-1373.
Payton, J. W., Graczyk, P. A., Wardlaw, D. M., Bloodworth, M., Tompsett, C. J., & Weissberg, R. P. (2000).  Social and emotional learning:  A framework for promoting mental health and reducing risk behavior in children and youth.  Journal of School Health, 70, 179-185.

Elias, M. J., & Weissberg, R. P. (2000).  Wellness in schools:  The grandfather of primary prevention tells a story.  In D. Cicchetti, J. Rappaport, I. N. Sandler, & R. P. Weissberg (Eds.), The promotion of wellness in children and adolescents (pp. 243-269). Washington, DC: Child Welfare League of America Press.

Patrikakou, E. N., & Weissberg, R. P. (1999). The seven P’s of school-family partnerships. Education Week, Volume XVIII, No. 21, 34, 36.

Weissberg, R. P., & Greenberg, M. T. (1998). Prevention science and collaborative community action research: Combining the best from both perspectives. Journal of Mental Health, 7(5), 477-490.

Weissberg, R. P., & Greenberg, M. T. (1998). School and community competence-enhancement and prevention programs. In W. Damon (Series Ed.) & I. E. Sigel & K. A. Renninger (Vol. Eds.). Handbook of child psychology: Vol 4. Child psychology in practice (5th ed., pp. 877-954). New York: John Wiley & Sons.

Weissberg, R. P., Shriver, T. P., Bose, S., & DeFalco, K. (May, 1997). Creating a districtwide social development project. Educational Leadership, 54, 37-39.

Weissberg, R. P., & Bell, D. N. (1997). A meta-analytic review of primary prevention programs for children and adolescents: Contributions and caveats. American Journal of Community Psychology, Vol. 25 (2), 207-214.

Weissberg, R. P., Barton, H. A., & Shriver, T. P. (1997). The Social-Competence Promotion Program for Young Adolescents. In G. W. Albee & T. P. Gullotta (Eds.), Primary prevention exemplars: The Lela Rowland Awards (pp. 268-290). Thousand Oaks, CA: Sage.

Shriver, T. P., & Weissberg, R. P. (1996, May 15) No new wars! Education Week. Volume XV, Number 34, 33, 37.

Barone, C., Weissberg, R. P., Kasprow, W. J., Voyce, C. K., Arthur, M. W., Shriver, T. P. (1995). Involvement in multiple problem behaviors of young urban adolescents. Journal of Primary Prevention, 15, 261-284.

The Consortium on the School-based Promotion of Social Competence. [Elias, M. J., Weissberg, R. P., Hawkins, J. D., Perry, C. L., Zins, J. E., Dodge, K. A., Kendall, P. C., Gottfredson, D., Rotheram-Borus, M. J., Jason, L. A., & Wilson-Brewer, R.]. (1994). The school-based promotion of social competence: Theory, research, practice, and policy. In R. J. Haggerty, N. Garmezy, M. Rutter, & L. R. Sherrod (Eds.). Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 268-316). New York: Cambridge University Press.

Weissberg, R. P., & Elias, M. J. (1993). Enhancing young people’s social competence and health behavior: An important challenge for educators, scientists, policy makers, and funders. Applied and preventive psychology: Current scientific perspectives, 2 (4), 179-190

Weissberg, R. P., Jackson, A. S., & Shriver, T. P. (1993). Promoting positive social development and health practices in young urban adolescents. In M. J. Elias (Ed.), Social decision making and life skills development: Guidelines for middle school educators (pp. 45-77). Gaithersburg, MD: Aspen Publications.

Consortium on the School-based Promotion of Social Competence. [Elias, M. J., Weissberg, R. P., Dodge, K. A., Hawkins, J. D., Jason, L. A., Kendall, P. C., Perry, C. L., Rotheram-Borus, M. J., & Zins, J. E.]. (1992). Drug and alcohol prevention curricula. In J. D. Hawkins, R. F. Catalano, & Associates (Eds.), Communities that care: Action for drug abuse prevention (pp. 129-148). San Francisco: Jossey-Bass.

 Caplan, M., Weissberg, R. P., Grober, J. H., Sivo, P. J., Grady, K., & Jacoby, C. (1992). Social competence promotion with inner-city and suburban young adolescents: Effects on social adjustment and alcohol use. Journal of Consulting and Clinical Psychology, 60, 56-63.

 Weissberg, R. P., Caplan, M., & Harwood, R. L. (1991). Promoting competent young people in competence-enhancing environments: A systems-based perspective on primary prevention. Journal of Consulting and Clinical Psychology, 59, 830-841.

 Weissberg, R. P. (1991). Comprehensive social-competence and health education (C-SCAHE): An urgently needed educational reform for the 1990’s. The Child, Youth, and Family Services Quarterly, 14, 10-12.

 Weissberg, R. P. (1990). Fidelity and adaptation: Combining the best of two perspectives. In P. Tolan, C. Keys, F. Chertok, & L. Jason (Eds.), Researching community psychology: Issues of theories and methods (pp. 186-190). Washington, DC: American Psychological Association.

Cowen, E. L., Hightower, A. D., Johnson, D. B., Sarno, M., & Weissberg, R. P. (1989). State level dissemination of a program for the early detection and prevention of school maladjustment. Professional Psychology: Research and Practice, 20, 309-314.

 Weissberg, R. P., Caplan, M. Z., & Sivo, P. J. (1989). A new conceptual framework for establishing school-based social competence promotion programs. In L. A. Bond, & B. E. Compas (Eds.), Primary prevention and promotion in the schools (pp. 255-296). Newbury Park, CA: Sage.

Weissberg, R. P., Cowen, E. L., Lotyczewski, B. S., Boike, M. F., Orara, N. A., Stalonas, P., Sterling, S., & Gesten, E. L. (1987). Teacher ratings of children’s problem and competence behaviors: Normative and parametric characteristics. American Journal of Community Psychology, 15, 387-401.

Weissberg, R. P., & Allen, J. P. (1986). Promoting children’s social skills and adaptive interpersonal behavior. In B. Edelstein & L. Michelson (Eds.), Handbook of prevention (pp. 153-175). New York: Plenum Press.

Weissberg, R. P. (1985). Designing effective social problem-solving programs for the classroom. In B. Schneider, K. H. Rubin, & J. Ledingham (Eds.), Peer relationships and social skills in childhood: Vol. 2. Issues in assessment and training (pp. 225-242). New York: Springer-Verlag.

Weissberg, R. P., Cowen, E. L., Lotyczewski, B. S., & Gesten, E. L. (1983). The Primary Mental Health Project: Seven consecutive years of program outcome research. Journal of Consulting and Clinical Psychology, 51, 100-107.

Weissberg, R. P., & Gesten, E. L. (1982). Considerations for developing effective school-based social problem-solving training programs. School Psychology Review, 11, 56-63.

Weissberg, R. P., Gesten, E. L., Carnrike, C. L., Toro, P. A., Rapkin, B. D., Davidson, E. & Cowen, E. L. (1981). Social problem-solving skills training: A competence building intervention with second- to fourth-grade children. American Journal of Community Psychology, 9, 411-423.

Weissberg, R. P., Gesten, E. L., Rapkin, B. D., Cowen, E. L., Davidson, E., Flores de Apodaca, R., & McKim, B. J. (1981). The evaluation of a social problem-solving training program for suburban and inner-city third-grade children. Journal of Consulting and Clinical Psychology, 49, 251-261.

Weissberg, R. P. (1989). Challenges inherent in translating theory and basic research into effective social competence promotion programs. In B. H. Schneider, G. Attili, J. Nadel, & R. P. Weissberg (Eds.), Social competence in developmental perspective (pp. 335-338). Boston: Kluwer Academic Publishing.

Education

1980 PhD in Psychology (APA-approved Clinical) University of Rochester, Rochester, New York

1974 BA (Summa Cum Laude and Phi Beta Kappa) in Psychology Brandeis University, Waltham, Massachusetts