title: Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children.
abstract: RESULTS
  The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner.
  The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies.
authors: Division of Mental Health Services and Policy Research at New York State Psychiatric Institute Columbia University.
authors: Erum
authors: E
authors: Nadeem
authors: Department of Counseling and Personnel Services University of Maryland.
authors: Kristi
authors: K
authors: Maslak
authors: Department of Psychology Queens College, The City University of New York.
authors: Anil
authors: A
authors: Chacko
authors: Division of Mental Health Services and Policy Research at New York State Psychiatric Institute Columbia University.
authors: Kimberly Eaton
authors: KE
authors: Hoagwood
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