Lessons from Social, Emotional, and Academic Development (SEAD) Coaching in Boston Public Schools
Across Massachusetts, there is growing recognition that student success depends not only on strong academic preparation, but also on opportunities to develop social and emotional skills that foster resilience, agency, and belonging. This commitment to holistic growth has taken root in Boston, where students and teachers are demonstrating what’s possible when social, emotional, and academic learning are woven together into daily practice.
In classrooms across the city, quiet but powerful transformations are unfolding. Students are taking short movement breaks to reset their focus, identifying their emotions during morning check-in routines, and co-creating think spaces where they can take a break and practice self-regulation. Together, these everyday practices represent a district-wide investment in cultivating schools where every student feels seen, valued, and empowered to learn. This report—produced by the Rennie Center for Education Research & Policy in partnership with Boston Public Schools—highlights how SEAD (Social, Emotional, and Academic Development) coaching is making that vision real, embedding transformative SEL into the very fabric of teaching and learning.
Through detailed case studies, the report showcases the impact of SEAD coaching at five diverse schools. These stories illustrate how educators, with the support of dedicated coaches, have created welcoming routines, built inclusive classroom environments, and elevated student voice. The report offers a roadmap for educators and leaders seeking to advance transformative SEL. It identifies the enabling conditions—trusting relationships, committed leadership, time for collaboration, and equity-focused practices—that make lasting change possible.