“I have learned how to control my feelings better. RULER has helped me to think more positive things in life. It has made me a kinder person.”
Mission and Vision
This new collaboration is designed to help Bridgeport, Connecticut public schools implement and integrate a social-emotional learning program called RULER that was developed by the Yale Center for Emotional Intelligence.
The Yale Center for Emotional Intelligence uses the power of emotions to create a more effective and compassionate society. The Center conducts research and teaches people of all ages how to develop their emotional intelligence. They do this work because the well-being and sustainability of our society depends on each of us using our emotions intelligently.
The RULER approach to social and emotional learning is an outgrowth of decades of research on emotional intelligence conducted by the Yale Center for Emotional Intelligence. This research has proven that emotional skills are integral to personal, social, and academic success. Since 2005, hundreds of schools in the United States and abroad have adopted RULER to successfully integrate social and emotional learning. Founded in 2005 by Dr. Marc Brackett, Director of the Center for Emotional Intelligence, RULER stands out not only because the programs are theoretically grounded and research-based, but because of its team of world-class educators, school administrators, and researchers.
The Yale Center for Emotional Intelligence, in partnership with the Yale University School of Medicine Department of Psychiatry and the Bridgeport Public School System, will be implementing RULER, the Center for Emotional Intelligence’s evidence-based, train-the-trainer approach to social and emotional learning. This new collaboration is designed to help Bridgeport, Connecticut public schools integrate RULER and develop a sustainable framework for the evaluation and performance management of essential life skills, social and emotional learning, and school climate outcomes.
Working with senior researchers in the School of Medicine Department of Psychiatry and with staff at the Wilbur Cross public elementary school serving students in grades K-8, in Bridgeport, the Yale Center for Emotional Intelligence will implement RULER programming, which is based on the notion that when students can recognize, understand, and regulate their emotions effectively, they can persevere and succeed. This partnership will also lead to the creation and implementation of a performance management tracking system that will allow teachers and administrators to collect and use data from students, teachers, and parents to evaluate the impacts of RULER as well as academic progress. The data collected from this model school will serve as the baseline measurement for future evaluation of student outcomes including life skills and social emotional skills, as well as school climate outcomes.
Supported by the leadership of the Bridgeport Public Schools, the Yale partnership will support a three-phase implementation plan for RULER, beginning with the first school adopting the approach and later serving as a model for the school district. The second phase will help a number of additional designated schools adopt RULER, and the third phase will involve integration of RULER with the entire district’s overall teacher training system.
Wilbur Cross School (RULER pilot school): At a Glance
Year founded: 1959
Grades served: K-8
Number of total students served in grades K-8: 419
Number of students served in grades K-5: 258
Geographic area: North Bridgeport (Reservoir/Whiskey Hill Neighborhood), with many children living in nearby public housing
Percentage of students eligible for free or reduced lunch: 100%
Michael J. Strambler, Ph.D. (Project Co-Director)
Michael J. Strambler is an Associate Research Scientist at Yale University School of Medicine, Department of Psychiatry. He earned his B.A. from Morehouse College, his M.A. in Psychology from Stony Brook University, and his Ph.D. in Clinical and Community Psychology from the University of California, Berkeley. Dr. Strambler’s research interests concern understanding and addressing achievement disparities, especially among ethnic minority and at-risk youth. He has a particular interest in how social environments and the dynamics that occur within them play a role in academic underperformance and how this problem can be addressed by school interventions and school reform efforts. His experience in applied research, program evaluation, and program design in these areas has spanned from elementary school to undergraduate education. Dr. Strambler has earned awards from the Ford Foundation, William T. Grant Foundation, and the American Psychological Foundation. He is the author of numerous scholarly articles and chapters in such publications as Contemporary Educational Psychology, Journal of Applied Developmental Psychology, Child Development, American Psychologist, and The Handbook of Race, Racism and the Developing Child. Dr. Strambler will co-direct (along with Dr. Linke) the management of the proposed work including overseeing the planning, implementation, evaluation, and reporting involved in carrying-out the work. He will play a key role in data management/evaluation and capacity-building aspects of the proposed work.
Lance H. Linke, Ph.D. (Project Co-Director)
Lance H. Linke, Ph.D., is an Associate Research Scientist in the Division of Prevention and Community Research, Department of Psychiatry, at Yale University School of Medicine and oversees the program evaluation efforts of the UEP Area. He is a developmental and educational psychologist who is interested in social and emotional development. Dr. Linke’s experience with educational evaluation started over a decade ago working with the design of graduate school student data bases. His academic interest in psychology initiated an intention to better understand how people in various cultures perceive and interpret the world, and how these perceptions and interpretations influence behavior. Accordingly, Dr. Linke pursued studies in Educational Psychology to explore the influence of culture on learning. His interest in developmental psychology has centered on cognitive and emotional information processing as these relate to decision making. Dr. Linke has worked in undergraduate and K-12 settings, acting as a program director for research and evaluation of student performance and behavior. His employment experience also includes working with federal and private grants to improve local education intervention delivery. Lance has worked internationally with departments and ministries of health and education to create interdisciplinary, collaborative frameworks that focus on the importance of psychological development in formal education environments. He continues to evaluate student development, and the many variables that influence this, with respect to academic, interpersonal, and intrapersonal domains. Dr. Linke will co-direct (along with Dr. Strambler) the management of the proposed work including overseeing the planning, implementation, evaluation, and reporting involved in carrying-out the work. Along with Dr. Strambler, he will play a key role in data management/evaluation and capacity-building aspects of the proposed work.
Susan Rivers, Ph.D, Deputy Director of the Yale Center for Emotional Intelligence
Susan Rivers is Deputy Director of the Yale Center for Emotional Intelligence and a Yale Research Scientist. She received her B.A. from Skidmore College and her MS, MPhil, and Ph.D. from Yale University. Her research draws from both social and health psychological perspectives to understand the conditions that promote and impede healthy living across the life span. Her primary research focuses on the role emotional knowledge and skills play in effective social and intrapersonal functioning. With Dr. Marc Brackett, Dr. Rivers developed the RULER model of emotional literacy. Dr. Rivers is the co-author of many scholarly articles and papers addressing the significance of emotional knowledge and skills in effective functioning. She also is a consultant to business, schools, and creators of children's television programs, providing guidance and resources for developing emotional knowledge and skills or evaluating programs. Dr. Rivers will serve as the lead RULER adviser for the proposed work and will be responsible for implementation of RULER, including providing the necessary training and supplies. She will also work closely with Drs. Strambler and Linke regarding the evaluation of RULER.
Robert E. Arnold, Executive Director of Specialized Instruction for the Bridgeport Public Schools
Robert E. Arnold is the Executive Director of Specialized Instruction for the Bridgeport Public Schools in Bridgeport, CT. He earned his B.A. in psychology from Quinnipiac University, his M.A. and C.A.S. in school psychology from Fairfield University and is a doctoral candidate (ABD) in educational psychology at the Indiana University of Pennsylvania. He completed his administrative certification coursework at Sacred Heart University and his American Board of School Neuropsychology certification coursework through Texas Women’s University. Mr. Arnold is committed to enhancing the service delivery model available to all Bridgeport students, and views special education as a collaborative effort involving the school, family and community with an ultimate goal of closing the ever-elusive achievement gap. He is currently researching the role of socio-economic status on early language acquisition skills. Mr. Arnold serves as the primary point of contact for this partnership within the Bridgeport Public Schools, with oversight from Amy Marshall, Chief Academic Officer of the Bridgeport Public Schools.
News and Updates
"Yale launches new Center for Emotional Intelligence"
Yale Daily News (10/8/2013) - Since its official opening on Oct. 1, the Yale Center for Emotional Intelligence has been in a constant flurry of activity. Read full article.
“'Emotional Intelligence' Gains Traction"
New Haven Independent (10/3/2013) - Yale has launched a new Center for Emotional Intelligence with a goal to help 300,000 kids in Connecticut. Read full article.
"Can Emotional Intelligence Be Taught?"
New York Times Magazine (9/11/2013) - One day last spring, James Wade sat cross-legged on the carpet and called his kindergarten class to order. Read full article.
Tauck Family Foundation Investment
In 2013, Tauck Family Foundation invited Yale University to join its portfolio and implement a new partnership between Yale and the Bridgeport Public Schools. This investment includes:
$100,000 per year (for 3-5 years) to Yale University in targeted operating support for the implementation of RULER in the Bridgeport Public Schools.
Capacity building support to the partnership, including strategy/program design and implementation consultation.
Coaching and consulting at the school level focused on outcomes capacity building, as well as performance management support tools.
Collaboration with Child Trends in the design, use, implementation, and refinement of the instrument that Child Trends is developing to measure and monitor four essential life skills in a performance management setting.