Professional Documents
Culture Documents
MISSING
Emotional Learning Can
Empower Children and
PIECE
Transform Schools
By Civic Enterprises
with Peter D. Hart Research Associates
Executive Summary 4
Introduction 11
Survey Overview 13
Paths Forward 37
Snapshot: DuPage County, IL: Implementing SEL State Standards at the Local Level 39
Conclusion 42
Acknowledgments 43
Appendix 1: Methodology 44
Endnotes 48
Bibliography 55
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 1
2 The Missing Piece
AN OPEN LETTER TO THE
AMERICAN PEOPLE
by Jennifer Buffett and Timothy Shriver
In too many classrooms and schools across America, children are missing a critical piece of their education. Year after year, and test after test,
students and their teachers focus on the cognitive elements of education, while other life skills are often absent from the in-school experience.
Reading and writing are intentionally taught, but not always resilience and responsibility. Arithmetic and higher math skills are embedded in
school goals, but not necessarily persistence and grit. In some classrooms, an either/or dynamic has been established where core knowledge
is taught, but not the skills to work cooperatively with others, resolve conflicts, and persevere. From the schoolhouse to State House, academic
skills have been emphasized, tested, and reported upon, but another essential aspect of a childs education social and emotional learning
(SEL) has been underemphasized or altogether forgotten with serious consequences to children, schools, and communities. The divisions
that have polarized the debate, and kept SEL on the periphery of education reform, must end to ensure students cultivate the full suite of skills
they need to be successful in school, work, and life.
The research overwhelmingly shows the linkages among SEL, student outcomes, and school performance. Now, for the first time, we have strong
evidence that those on the front lines of American education our nations teachers embrace SEL in their classrooms, for all students, as
well as endorse a more systemic approach to the use of SEL. Many teachers have been taking this approach organically, and many understand
that SEL promotes young peoples academic success, engagement, good behavior, cooperation with others, problem-solving abilities, health,
and well being, while also preventing a variety of problems such as truancy, alcohol and drug use, bullying, and violence. In recent years, we
have seen many promising signs of progress. Schools and districts are increasingly prioritizing SEL, including through the Collaborative for
Academic, Social, and Emotional Learnings Collaborating Districts Initiative. Some states, such as Illinois and Kansas, have implemented free-
standing social and emotional student learning standards, while others have emphasized the teaching of social and emotional skills across
academic subject areas.
Although we have powerful evidence that SEL is gaining momentum across the country, we have more to do. We have seen the country address,
only in fits and starts, various aspects of SEL, such as school climate, character education, or bullying prevention. Although valuable, too often
these programs are ad hoc or add-ons in schools, in response to a tragic event or because of someones passion for the issue. Rather than this
reactionary approach, we can take specific and thoughtful steps to help teachers do the work they themselves have identified as important
to cultivate their students social and emotional competencies. If we chose to act, together we can help teachers become even better teachers
and students reach their fullest potential.
SEL should be embedded throughout the curriculum, pedagogy, and the culture of a school and emphasized in district and state educational
goals. We must support teachers in their good work to cultivate the whole child by making sensible policies, promoting proven practices, and
providing tools and resources to boost this critical piece of education. In schools across America, SEL should become an integrated piece of the
prekindergarten through twelfth grade education experience, considered as essential to education as reading, writing, and arithmetic.
Students growing up today face a more complex, economically challenging, and globally connected world. America has always given priority
to unleashing the talents of its citizens to help our communities, country, and world. It is time for our country to move past false choices and
ensure SEL is a core aspect of every childs education. By doing so, we can support teachers in their critical work that helps children thrive not
just as students, but also as leaders, dreamers, entrepreneurs, and citizens.
Jennifer Buffett, CASEL Board of Directors Timothy Shriver, CASEL Board of Directors, Chair
NoVo Foundation, President and Co-Chair Special Olympics, Chairman and CEO
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 3
EXECUTIVE SUMMARY
The central message of this report is that teachers across America understand that social and emotional
learning (SEL) is critical to student success in school, work, and life. Social and emotional learning
involves the processes of developing competencies, including self-awareness, self-management,
social awareness, relationship skills, and responsible decision-making. Educators know these skills are
teachable; want schools to give far more priority to integrating such development into the curriculum,
instruction, and school culture; and believe state student learning standards should reflect this priority.
Teachers also want such development to be available for all students.
These and other findings are the result of a nationally representative survey of prekindergarten through
twelfth grade teachers to assess the role and value of social and emotional learning in Americas
schools. The voices of teachers on SEL are more important than ever, when expectations for classroom
effectiveness are higher, the U.S. educational advantage worldwide is slipping, and a skills gap is
threatening American economic growth.
SURVEY FINDINGS
The surveys findings have three major aspects of social and emotional learning, the strategic and systemic use of SEL in
themes: (1) Teachers Understand, including the importance of both schools to promote student success as
Value, and Endorse Social and Emotional adopting explicit evidence-based SEL learners, workers, and citizens.
Learning for All Students; (2) Teachers strategies and integrating evidence-
Believe Social and Emotional Learning based SEL approaches. These findings
Helps Students Achieve in School and are also supported by discussions with
(1) Teachers Understand,
Life; and (3) Teachers Identify Key students, case studies of successful Value, and Endorse
Accelerators for Social and Emotional schools, and conversations with thought Social and Emotional
Learning. Throughout this report, we leaders. As a result of these insights, the Learning for All Students
share the perspectives of teachers and Paths Forward section of the report offers
what research tells us about various recommendations on how to advance Teachers recognize the benefit and need
to incorporate SEL into the student learning
experience for all students, from all
DEFINING OUR TERMS: WHAT IS SEL? backgrounds. Furthermore, teachers have
Social and emotional learning (SEL) involves the processes through which adults and children develop a clear understanding of what SEL is and
social and emotional competencies in five areas: they believe it is teachable.
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 5
SEL demonstrate better academic SEL Increases Student Interest of these teachers believe SEL is a
performance, motivation to learn, in Learning solution. Of the teachers who list poor
school behavior, and attendance and Nearly seven in ten teachers (69 percent) student behavior as at least somewhat
teachers agree. For example, studies report student lack of interest as at least of a problem, three in four (78 percent)
find that engaging young children living say SEL is very important and 79
somewhat of a problem in schools and
in poverty in high-quality preschool percent think it will improve student
among these teachers who see students
programs that incorporate SEL themes performance. Students in SEL programs
lack of interest as at least somewhat of
positively contributes to their school enjoy, on average, a 910 percentage
a problem, three-quarters (73 percent)
success, social development, crime point improvement in positive attitude,
report SEL is very important. Nearly eight
prevention, and economic performance. addressing conduct problems and
in ten of all teachers (77 percent) say
SEL will improve academic performance. reducing emotional distress, compared
SEL Boosts Academic Research corroborates teachers views: A to students not participating in SEL
Performance recent meta-analysis found that students programs.6
A majority of teachers report that SEL can who received explicit SEL skills instruction zz Poor student behavior is a bigger
help move the needle on key academic with evidence-based SEL programs problem in schools with limited
factors. Eight in ten teachers think SEL demonstrated improved attitudes and focus on SEL. Teachers who work in
will have a major benefit on students behaviors, including a greater motivation schools that they report place too
ability to stay on track and graduate and
to learn, improved relationships with little emphasis on SEL are more likely
will increase standardized test scores
peers, and a deeper connection to their to say that poor student behavior
and overall academic performance (77
school.5 is at least somewhat of a problem
percent). Three-quarters (75 percent)
believe SEL will improve student academic compared to teachers at schools
zz A correlation was found between
achievement. Research supports lack of student interest and schools that place the right amount or more
teachers views in this regard. A 2011 with less of a schoolwide emphasis emphasis (68 versus 53 percent).
meta-analysis found that students who on SEL. Only 61 percent of teachers
receive SEL instruction have academic who report SEL is implemented on a SEL Prevents and Reduces
achievement scores an average of 11 programmatic basis schoolwide also Bullying
Nearly half of teachers (42 percent)
percentile points higher than students report lack of interest in learning as
list bullying as at least somewhat of
who did not participate in SEL programs.4 a problem, compared to 74 percent
a problem, and three in four of these
of teachers in schools where SEL is
zz Schools where SEL is taught teachers (75 percent) think SEL is very
only taught by some teachers and 77
schoolwide are more likely to important. Research supports this finding.
percent of teachers in schools where
report their school is successful at Various SEL programs have been found
SEL is not taught.
developing key content knowledge (85 to decrease by half the annual number of
percent) compared to schools where student fights, decrease violent behaviors
SEL Improves Student Behavior by 19 percentage points, and reduce
SEL is ad hoc (72 percent) or not
More than half (57 percent) of teachers
happening at all (63 percent). classroom hostility.7
believe poor student behavior is at least
somewhat of a problem. Majorities zz There is a correlation between higher
rates of bullying and schools with
limited SEL focus. More than half of
teachers (54 percent) who say there
is too little emphasis on SEL also
say bullying is at least somewhat
of a problem, compared to only 37
percent of teachers in schools with
the right amount of emphasis on SEL.
On the other hand, only 26 percent
of teachers in schools successful
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 7
a major benefit on students ability to 43 percent of middle school teachers teachers (82 percent) report interest in
stay on track to graduate (80 percent), and 49 percent of prekindergarten receiving further training on SEL, with
prepare for college (78 percent), and and elementary school teachers. 61 percent fairly or very interested.
become good citizens (87 percent). Only 39 percent of teachers in high- Only half (55 percent) of teachers receive
poverty schools report schoolwide SEL some form of SEL training, and of that
zz A majority of teachers (86 percent)
programming compared to 53 percent of 23 percent is in-service. Preschool and
believe teaching skills to apply to real-
teachers in low-poverty (where less than elementary school teachers are the
world situations should have a great
30 percent of the student body are on most likely to receive SEL training (60
deal of emphasis in schools. When
free or reduced-price lunch). percent) while high school teachers
surveyed, more than 80 percent of
are the least likely (47 percent).
dropouts said their chances of staying zz A majority of teachers (81 percent)
Professional development to support
in school would have increased if rank time as the biggest challenge to
teacher knowledge, effective pedagogy,
classes were more interesting and implementing SEL, although research
and practices enhances effective SEL
provided opportunities for real-world shows SEL can support increased time
implementation.16 Research also shows
learning.14 on task. Schoolwide initiatives may
that SEL programming is more effective
support teachers in their interest in
when evidence-based programs are
implementing SEL, as resources could
(3) Teachers Identify Key be shared and lessons reinforced.
adopted and implemented with quality.17
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 9
Strengthen Social and Sustain Social and Emotional availability of programs that teach
students skills such as problem-
Emotional Learning by Learning through High- solving, conflict resolution, responsible
Investing in Educators Impact Levers decision-making, relationship building,
goal-setting, and self-discipline. This
Provide and Fund Integrated Create State Student Learning bipartisan model legislation supporting
Professional Development to Standards and Connect with students development through
Educators Common Core State Standards academic, social, and emotional learning
Educators should be provided high- Standards can provide clear has been introduced in Congress and
quality professional development on expectations of what students should should be passed, or its language
teaching social and emotional skills know and be able to do. State incorporated into other key pieces of
during both pre-service and in- legislators should connect social and legislation, like ESEA.20
service (professional development) emotional development in existing state
training. Professional development for education standards and/or create Advance a Robust Research
teachers, principals, and professional stand-alone prekindergarten through Agenda
and paraprofessional staff should twelfth grade social and emotional A robust pool of research is required
focus on teaching explicit core social standards. Connecting social and that practitioners and policymakers alike
and emotional skills, embedding SEL emotional standards to common core can draw from and learn. The Institute
in regular instruction, and creating standards and assessments will further of Education Sciences can prioritize
opportunities for students to apply social incentivize schools, districts, and states research on districtwide, schoolwide,
and emotional skills throughout the day. to incorporate SEL into their education and classroom programs to enhance
policies and practices. academic, social, and emotional learning
Tie SEL to Classroom, School, and its effects on key issues, such as
and District Goals Ensure Sustainable Funding school climate, bullying, student well-
School, district, and state education Public and philanthropic investments, being, and academic performance.
leaders should work to align systems of including Title II of the Elementary and Research on the impact of schoolwide
reporting and accountability to clearly Secondary Education Act (ESEA), should SEL programming versus classroom
defined goals. Modifying report cards to identify SEL professional development programming and explicit SEL skills
reflect SEL goals and focusing on data and program implementation as funding instruction versus intentional pedagogical
collection and review to create tailored priorities and provide funding preferences integration would fill important research
and adjustable SEL action plans can in competitive grants to reward states, gaps. Furthermore, states or districts
accomplish this. District support and districts, and schools with a clear SEL plan. with comprehensive SEL student learning
leadership for SEL is critical and will standards should be studied. It is also
determine the extent to which teachers Support Federal Policies that critical to develop SEL assessment
and other school leaders can plan and Promote SEL tools that educators can use to
proceed. The Academic, Social, and Emotional measure students social and emotional
Learning Act of 2013 will expand the competence.
The lack of urgency around SEL implementation in schools threatens the future success of Americas
children. SEL is a proven strategy that is endorsed by teachers across the country. Yet too few schools
and far fewer school systems are adopting explicit evidence-based SEL strategies or integrating
evidence-based SEL approaches both of which are needed. SEL has been underutilized for too
long. Our lack of action inhibits students across the country from fully realizing their potential as
knowledgeable, responsible, caring, and contributing individuals. The time has passed to debate whether
schools should make SEL a central focus. Now we must act to ensure our students and teachers are
equipped with the knowledge and skills they need to be successful in school, work, and life.
10 The Missing Piece
INTRODUCTION
America risks a generation of talent, needlessly lost. Our nation aspires to live up to its dream of equal
opportunity for all as we educate our children to be knowledgeable, responsible, caring, and contributing
individuals. We want them to be poised for a lifetime of opportunity and success in a rapidly changing
economy and world.
But today in America, more than one of skills. Many of the skills that enable more information on the definition of SEL.)
million school-aged children do not students to navigate successfully such
A robust body of research shows that
graduate from high school with their as self-awareness and -management, grit
adopting explicit evidence-based SEL
peers,21 with huge consequences to them, and determination, empathy and conflict
strategies and integrating evidence-based
society, and our economy.22 Even among resolution, discipline and industriousness,
SEL instructional approaches are linked
high school graduates, too few enroll and application of knowledge and skills
to a variety of positive outcomes for
in and complete college.23 Ironically, to real-world situations are not being
children, ranging from improved attitudes
America has a widening skills gap and systemically integrated into American
and behaviors to better academic
3.6 million available jobs right at a time of schools. These are the very life skills and
performance. A number of studies have
high unemployment,24 particularly among experiences that dropouts themselves
shown that students who receive SEL
youth. Tragically, these educational trends say would have kept them in school
have achievement scores an average of
result in nearly seven million youth (ages and on track,27 as social and emotional
11 percentile points higher than students
1624) disconnecting from school or learning (SEL) provides students with
who do not.28 There are also powerful
work, leaving many of them unable to the fundamental skills to achieve in
examples of schools, districts, and states
support themselves, raise families, and school and succeed in life. These are
intentionally prioritizing SEL in programs
give back to their communities.25 Such also the skills that teach all of us how to
and policies, including the eight school
disconnection also costs taxpayers $93 handle our relationships, our careers,
districts engaging in the Collaborative
billion per year and $1.6 trillion over the and ourselves in an effective and fulfilling
for Academic, Social, and Emotional
lifetimes of these youth.26 manner, enabling success not just in
Learning (CASEL)s Collaborating
school, but in work and civic life.
This does not have to be Americas District Initiative.29 This report features
story. In communities across the United There is powerful evidence that SEL, case studies on Austin, TX; Cleveland,
States, students are facing ever-higher if scaled, could dramatically improve OH; Montgomery County, MD; and
standards in schools, more complex student achievement in schools and a DuPage County, IL, as well as the Illinois
environments with the breakdown of lifetime of outcomes for children that State Standards, as examples of these
families and neighborhoods, and an would strengthen education, the economy, successes and as a challenge that others
economy that requires a broader range and our communities. (See page 16 for can lead in this important work, too.
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 11
embraces the importance and efficacy of SEL is a key component of a childs This report, The Missing Piece, outlines
fostering SEL in schools. This nationally growth into a productive worker and findings from a national survey of teachers
representative sample of teachers citizen and has been shown to help along three major themes: (1) Teachers
endorse a transformative strategy to make children be better students and citizens Understand, Value, and Endorse Social
social and emotional development an at the prekindergarten, elementary, and Emotional Learning for All Students,
integral part of every childs educational middle and high school levels; at which shares the views of teachers on the
experience so that all children urban, suburban and rural schools;30 benefits and use of SEL in schools; (2)
develop the competencies they need and with students from diverse socio- Teachers Believe Social and Emotional
to succeed in school and in life. By economic and cultural backgrounds.31 Learning Helps Students Achieve in
making SEL central to every childs Despite this evidence, SEL is often not School and Life, which identifies the key
education, teachers along with school taught or intentionally integrated into goals SEL advances and the challenges
counselors, principals, administrators, the curriculum, is ad hoc, or is absent SEL helps to overcome; and (3) Teachers
families, and community partners can entirely. Identify Key Accelerators for Social
help youth develop the self-awareness and Emotional Learning, which shares
For too long, SEL has been the missing
and self-management they need to be teacher-identified levers to advance SEL
piece in the educational puzzle. As a result,
successful, the compassion and attitudes in schools. Then, Paths Forward provides
many students are developing only some
they need to care about others, and recommendations for how communities,
of the skills they need to succeed. In order
the skills they need to be productive schools, districts, states, and the nation
to learn more about the potential demand
workers and responsible citizens. The can advance the strategic and systemic
for SEL in schools and what prevents SEL
health and vitality of our communities, use of SEL in schools to promote student
from reaching more of Americas students,
the effectiveness of our schools, and the success as scholars and citizens.
CASEL, in partnership with Civic Enterprises
demands of our economy require that we Appendix 1 provides additional information
and Peter D. Hart Research Associates,
develop these essential life skills in our on the survey methodology. Appendix 2
conducted qualitative and quantitative
nations children. provides additional information on CASEL,
research in fall 2012. As a result, we now
as well as its resources for supporting SEL
We are at a critical juncture in American know that American teachers strongly share
in families, schools, and districts.
education. Now, more than ever, we know the belief that the development of social
what students need to succeed, but in and emotional skills is a critical means of
schools across the country, we are often ensuring all students graduate high school
failing to provide these critical resources. ready for college, career, and life.
Over the past year, in conversations with In the words of Bob Wise, President of
teachers and students, principals and the Alliance for Excellent Education and Too often, SEL is episodic.
policymakers, we learned that these former governor of West Virginia, Some
Some students finish high
aspects of learning the social and students finish high school. Some dont.
schools. Some dont. When
emotional are key determinants in When you look back in the rearview
students ability to grow as students mirror, you can almost always see SEL as
you look back in the rearview
as well as citizens. We learned that a determining factor of their success. mirror, you can almost always
educators identify SEL as a key tool, Through the process of developing see SEL as a determining
although it is often described in varied this report, we learned that in many factor of their success.
terms. In some districts we found cases, teachers along with school Bob Wise, President of the
that SEL implementation began with counselors, principals, administrators, Alliance for Excellent Education and
the teachers and was driven by their families, and community partners are Governor of West Virginia (200105)
steadfast convictions that positive SEL is supporting social and emotional skill
inseparable from student achievement development in their classrooms, schools,
in and out of school. In others, it was and communities. These educators also
determined to be a priority by principals identified SEL as the critical piece that
or superintendents, with strong family was missing in helping their students
support. develop as scholars and citizens.
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 13
SURVEY FINDINGS 1
FIGURE 1 When thinking about the definition of SEL (see page 16) how important is it for schools to promote
development of these social and emotional skills as part of students in-school experience?
Fairly
important
17%
Somewhat important 7%
77%
80%
In elementary school 74%
71%
69%
74%
In middle school 63%
61%
56%
63%
In high school 53%
42%
understanding of SEL lines up closely it as very important) believe SEL should teachers). A majority of prekindergarten
with CASELs definition (for full definition, be an important part of the in-school and elementary school teachers (86
see page 16), indicating that teachers experience (Figure 1). percent), middle school teachers (72
endorse this definition. Teachers define percent), high school teachers (58
This endorsement of SEL holds true
SEL as the ability to interact or get along percent), teachers from schools with
across education levels and school types
with others, teamwork or cooperative high rates of poverty (76 percent), and
(Figure 2). Only a minority of teachers
learning, life skills or preparing for the teachers from schools with low rates of
(19 percent) thinks SEL should not be
real world, and self-control or managing poverty (74 percent) report that SEL is
taught in schools. A full 95 percent of
ones behaviors. Further, when prompted an important part of students in-school
teachers believe social and emotional
with the CASEL definition, SEL is strongly experience. Furthermore, nearly every
skills are teachable (including 97 percent
endorsed. Nearly all teachers (93 teacher surveyed (97 percent) say
of prekindergarten and elementary school
percent, including 76 percent who cited that SEL will benefit students from all
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 15
SURVEY FINDINGS 1
backgrounds, rich or poor. A minority of ability to apply knowledge to real-world Weingarten, President of the American
teachers (18 percent) think it is important situations (32 percent). Teachers are Federation of Teachers, explains,
to teach social and emotional skills only more than four times as likely to say Teachers enter the profession to provide
in high-poverty schools. their school places too little emphasis on a well-rounded education and support
developing social and emotional skills the whole student, which includes social
(30 percent) versus developing students and emotional skills development. SEL is
Teachers Say SEL Should Be knowledge and skills in key content and a critical part of every childs growth, both
Given Greater Emphasis subject areas (7 percent). as students and as contributing members
of society. Likewise, research finds
The survey finds that nearly nine in ten that SEL programs are most frequently
teachers (88 percent) say SEL occurs Teachers See the associated with positive results, increased
in their schools, either on an individual Importance and Benefits pro-social behavior, and improved
teacher (ad hoc) basis or schoolwide. of SEL academic performance.45 One teacher
One-third of teachers (30 percent) report from Philadelphia puts it simply: [SEL]
that their schools place too little emphasis In addition to endorsing SEL as an needs to be taught everywhere.
on developing social and emotional skills important component of the school
and skills related to these competencies experience, teachers also report many More than three-quarters of teachers
(Figure 5), including developing students benefits of SEL to students. Randi believe a larger focus by schools on SEL
will have a major benefit on students in
the crucial areas of workforce readiness
(87 percent), school attendance and
Teachers enter the profession to provide a well-rounded education graduation (80 percent), life success
(87 percent), college preparation (78
and support the whole student, which includes social and emotional
percent), and academic success (75
skills development. SEL is a critical part of every childs growth, both percent). Teachers also report relational
as students and as contributing members of society. Teachers have and academic benefits. A majority of
shared with us how important this is now its up to all of us to teachers (94 percent) say teaching social
support them in this essential work. and emotional skills will probably or
definitely improve relationships between
Randi Weingarten, President of the American Federation of Teachers
teachers and students and reduce bullying
(93 percent). More than three-quarters
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 17
SURVEY FINDINGS 1
FIGURE 6 The relational benefits to teaching social and emotional skills are readily apparent; academic benefits
are seen as likely.
Teaching social and emotional skills in schools:
This is
This is definitely true This is probably true not true
Will improve relationships between 59% 35% 5% 1%
teachers and students Not sure
30%
of teachers (77 percent) think social and (63 percent versus 44 percent), reduce example, students participating in social
emotional skills will improve students bullying (61 percent versus 51 percent), and emotional intervention programs
academic performance (Figure 6). and improve students academic in high-poverty urban high schools
performance (42 percent versus 27 were found to have improved social,
Teachers in high-poverty schools (schools
percent). Furthermore, only 8 percent of behavioral, emotional, and academic
with 60 percent or more students in
teachers believe that social and emotional adjustment, including higher grade point
the free/reduced-price lunch program)
skills should be taught to only students averages, compared to those students
are even more likely to endorse SEL
with social and emotional problems. The not participating in the program.46 Some
than their peers in higher resourced
research base is beginning to explicitly national education organizations that
communities (Figure 7). They are more
show the positive effects of SEL for serve these populations are embedding
likely to report social and emotional skills
students in low-income communities. For SEL into their programming.47
will improve student-teacher relationships
<30% low-income*
49%
>60% low-income*
Will improve relationships between
teachers and students 63%
27%
Will improve students academic performance,
such as increasing standardized test scores 42%
SNAPSHOT
MONTGOMERY COUNTY, MD: SCHOOLS AND COMMUNITIES
COLLABORATE ON SEL STRATEGIC PLAN
I know it will be a challenge but its important work and we are committed including teachers, psychiatrists, parents, business leaders, and other community
to doing it. This determined sentiment expressed by an administrator in
48
members. Teams meet every two weeks to draft the plan. Parent involvement is
the Montgomery County Public School District (MCPS) has sustained efforts to especially important in these teams as MCPS administrators hope that social and
implement districtwide social and emotional learning. In July 2011, administrators emotional competencies learned in schools will be reinforced at home by students
began developing a strategic plan that included efforts to integrate SEL into their families. In addition to these efforts, teachers and school administrators have
schools and academic curricula to improve school climate and academic outcomes. worked hard to imbed SEL in Curriculum 2.0, a Common Core State Standards-
MCPS has made SEL a district priority based on the growing evidence that SEL is aligned curriculum that focuses on developing critical and creative thinking
necessary, not only for interpersonal relationships and academic achievement but skills, essential academic skills, and skills that prepare students to succeed in
for future success in the workplace. college and career.51 Curriculum 2.0 requires students to work in teams, actively
collaborate, and problem solve during lessons.52
MCPS serves more than 149,000 students, 33.0 percent White, 26.7 percent
Hispanic, 21.3 percent students of color, and 14.3 percent Asian.49 Although Montgomery County hopes to have completed its strategic plan framework by June
district schools range in size and demographics, MCPS wanted to involve the 2013, with Curriculum 2.0 fully implemented in kindergarten through fifth grade in
entire community in developing the SEL components of its strategic plan. In fall 2013.53 MCPS is on track to meet this goal, although administrators admit that
spring 2012, MCPS held a community forum to begin laying the groundwork. More it has not always been easy. Measuring SEL has been a particular challenge, but
than 250 community leaders attended and shared feedback. The forum included the district is committed to developing an evaluation program that can accurately
several small-group breakout sessions where MCPS staff, parents, and community track both academic and school climate outcomes. Professional development (PD)
members discussed how social and emotional competencies can be promoted has also been a challenge. Administrators want to make sure PD is targeted and
in school, in the community, and at home. District administrators believe
50
specific and helps adults accurately recognize the level of social and emotional
that community buy-in is crucial to the success of their SEL initiative and have competencies in each student. Despite these challenges, MCPS is optimistic and
continued to incorporate community participation through their network teams excited to begin implementation. As one educator remarks, Its tough work but its
in revising its strategic plan. The teams are made up of about 60 individuals the right work.
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 19
SURVEY FINDINGS 2
SNAPSHOT
THE STUDENT PERSPECTIVE
SEL is shown to be and endorsed as beneficial to children from diverse IMPROVED RELATIONSHIPS WITH OTHERS
national, cultural, and linguistic contexts, especially pertinent given changing When provided with definitions for CASELs five social and emotional skills,
American demographics.55 Students agree: SEL has important benefits and schools students easily explained how these skills would help students to get along better
should place greater emphasis on developing these skills. In-depth interviews with each other which would in turn support success in school and work. One
with fifteen middle and high school students from diverse backgrounds reveal twelfth grade boy explains, Having social and emotional skills will prevent a lot of
that students find CASELs five social and emotional competencies valuable, stress-related incidences that happen in workplaces and it will help you enjoy your
particularly because of the social and career benefits. job. If you get mad at your job, you just dont want to be there and it will get worse
every day. It would help you focus on your work better and rise to a promotion.
A BETTER IN-SCHOOL EXPERIENCE
The majority of students say that teachers should spend more time helping LONG-TERM EDUCATIONAL BENEFITS
students develop these skills, as SEL was not a consistent part of their schooling. Some students volunteer that social and emotional skills would help them stay in
If schools placed a great emphasis on developing students social and emotional school by making school more enjoyable and helping them to better manage their
skills which they want students would expect to do better academically and frustrations. Because intrapersonal skills help develop a sense of identity and
the school climate would be more conducive to learning. As one eighth grade girl purpose, students believe these skills will give them the direction they need to
says, If students have better social and emotional skills, then they will probably succeed in college and in career. One seventh grade girl explains, Learning about
get better grades. They would realize that school is important. yourself as a person is important so that you have an idea about what you want to
do when you are older. When you know who you are, what you want to do, and who
you want to be, then you can know how to get there.
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 21
SURVEY FINDINGS 2
FIGURE 8 Social and emotional issues such as lack of motivation and poor student behavior are seen as at least
somewhat of a problem in many schools.
How much of a problem is this in your school?
Very big Fairly big Somewhat
problem problem of a problem
Students lack of interest in learning 13% 14% 42% 69%
attendance and graduation rates), teachers understand this intuitively study identifies five essential supports
fewer negative behaviors (decreased but we need to integrate these far better for effective school change one of
disruptive class behavior, noncompliance, than we are today. Likewise, studies which is a learning climate that is safe,
aggression, delinquent acts, and show that with specifically designed welcoming, stimulating, and nurturing
disciplinary referrals), and reduced SEL interventions, dropout trends can to all students. Research shows that
emotional distress (fewer reports of be reversed, especially if action is taken schools strong in the essential supports
student depression, anxiety, stress, and at the first signs of struggle.65 Many were at least ten times more likely to
social withdrawal).64 psychosocial intervention programs show substantial gains in both reading
(therapeutic SEL66) are used for and mathematics than schools weak
These benefits of SEL are invaluable in a
children with existing behavioral issues. in the supports. In study after study,
school setting where young students are
Many schools across the socioeconomic SEL programs have an immediate
navigating not only academic challenges
spectrum are also implementing effect on outcomes, such as academic
but also the interpersonal challenges of
character growth programs that have achievement, social behavior, and
adolescence. As Margaret Spellings, U.S.
decreased the amount of conduct positive self-image.74 A teacher from
Secretary of Education (200509), says,
referrals and bullying incidents.67 SEL Chicago whose school is implementing
The academic pieces and SEL have
programs have been shown to be evidence-based social and emotional
to be mutually reinforcing. High-quality
effective at preschool,68 elementary,69 programming explains, Something
middle,70 and high school levels;71 at that I notice [is that] all these kids have
urban, suburban, and rural schools; really positive relationships with each
More than three in four and with students from diverse socio- other. because of what we do in the
teachers (77 percent) believe economic and cultural backgrounds.72 classroom, and so they all build these
relationships with each other. And I think
teaching SEL will increase In addition to specific benefits to
thats a huge outcome of SEL.
standardized test scores and students, a summary of fifteen years
overall academic performance of research on school reform reveals Our nationally representative survey of
(77 percent). that SEL is a powerful strategy and teachers confirms this research. Teachers
lever for school improvement.73 The believe that SEL helps achieve key goals
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 23
SURVEY FINDINGS 2
environment, so you can learn better. In the other core subjects. It would help teachers (69 percent) view student
a class where the majority of people dont students be attentive in class, form good lack of interest as at least somewhat
appreciate the teacher, classes would be habits, solve problems, and plan ahead. of a problem in school. Among these
disturbed frequently and you cant learn teachers, 73 percent say SEL is very
as much. important and 78 percent report it will
SEL Increases Student improve academic performance. The
Further, teachers strongly believe that Interest in Learning survey also finds a correlation between
developing knowledge and skills in key
student interest and schools with limited
content or subject areas should have Research shows that the lack of social focus on SEL. Only 61 percent of
a great deal of emphasis in schools and emotional skills is correlated with teachers in schools where SEL is taught
and that SEL is linked to that success. student disengagement with learning. schoolwide report lack of interest in
For example, teachers in schools where By high school, 40 to 60 percent of learning as a problem, while 74 percent
SEL is taught on a schoolwide basis are students become chronically disengaged of teachers in schools where SEL is
more likely to say their school is very from school, but social and emotional taught only by some teachers and 77
or fairly successful at developing key skills development, such as a caring and percent of teachers in schools where SEL
content and subject areas (85 percent), encouraging environment or positive is not taught at all.
compared to teachers in schools where interpersonal relationships, can change
SEL is taught on an ad hoc basis (72 that.79 An eighth grade girl explains, We Student lack of interest is particularly
percent) or not at all (63 percent). A are probably worse at thinking through acute in high-poverty schools (Figure 9).
teacher from Chicago explains, In order the effects of our choices. A lot of people Three in four teachers (76 percent) in
to get to the academics, you sometimes regard classes as though they dont really schools with 60 percent or more students
have to tackle social and emotional skills matter because it is just eighth grade, but in the free/reduced-price lunch program
first, to be able to get kids to focus, to it really could affect getting into college cite lack of interest as at least somewhat
be able to get past all of this to get to and your whole future. of a problem, compared to just half (54
instruction so that theyre learning at their percent) in schools with 30 percent or
maximum potential. An eighth grade boy Teachers view SEL as a solution to this
fewer students in the free/reduced-price
adds, [SEL] would help students learn key challenge. Nearly seven in ten
lunch program. In a survey of dropouts,
FIGURE 9 Lack of interest in learning and poor student behavior are larger problems in high-poverty schools.
This is at least somewhat of a problem in my school:
<30% low-income*
>60% low-income*
54%
Students lack of interest in learning
76%
42%
Poor student behavior in class
67%
47%
Bullying
42%
26%
Negative school climate
35%
12%
Poor relationships between teachers and students
18%
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 25
SURVEY FINDINGS 2
the class for everyone else there. They
are taking away from the other kids and
from themselves.
SNAPSHOT
CLEVELAND, OH: SEL IS INVALUABLE TO IMPROVING
BEHAVIORAL OUTCOMES AND SCHOOL SAFETY
Cleveland Metropolitan School District (CMSD) is a large urban district struggling by strengthening social and emotional competencies to prevent future
to meet the needs of an economically and ethnically diverse community with a 48 misbehaviors and providing focused and sustained support to those students
percent youth poverty rate.100,101 It is the second largest district in Ohio, serving who have persistent problems.104 This strategy is markedly different from the
more than 40,000 students, nearly 68 percent of whom are students of color, and prior disciplinary procedure that focused exclusively on punishment. CMSD has
100 percent of whom qualify for free/reduced-price lunches.102 transformed its in-school suspension program into a restorative instructional
program called The Planning Center. Here, center aides help students learn to
In October 2007, the former Superintendent called for heightened security
understand and manage their emotions, improve behavior, make responsible
measures in response to a shooting at one of the districts 26 high schools. One
decisions at school and at home, and build relationships with their peers and
component of his school safety strategy was a comprehensive evaluation of
teachers. Students use Ripple Effect, a software program that allows them to
the conditions for learning, including the status of SEL, in district schools. The
virtually simulate potential conflicts and evaluate the consequences of various
evaluation findings listed eight contributing factors to poor school climate and
responses.105 CMSD has also implemented Promoting Alternative Thinking
student misbehavior, resulting in unsafe learning environments, including harsh
Strategies (PATHS), an evidence-based SEL program, in all its elementary schools.
and inconsistent approaches to discipline, poor adult supervision, and a lack of
social and emotional role modeling by school staff.103 In response, CMSD launched Six years after the Superintendents call to action and five years since the SEL
its Human Ware initiative in August 2008, in partnership with American Institutes initiative began, CMSD has seen several positive student behavioral outcomes
for Research, focused on increasing the safety of the districts students. including reductions in incidents of disobedient and disruptive behavior (from
132 to 74), fighting and violence (from 55 to 36), harassment and intimidation
Despite significant financial constraints in the past five years, the district
(from 13 to 6), and serious bodily injury (from 13 to 6).106 Additionally, the average
continues to prioritize this work, adding CASEL as one of their key partners to
number of reported suspendable behavioral incidents per school declined from
help implement SEL programming systemically throughout the district. CASEL
233.1 to 132.4, and out-of-school suspensions decreased districtwide by 58.8
consultants provide technical assistance, coaching and training to district
percent.107 The current chief executive officer of CMSD, who has been with the
administrators and school leaders on planning, implementation, standards and
district since 2007 and experienced the tremendous growth in SEL programming,
assessment, and communication.
insists that we should not forget to look at the important ongoing needs for social
One of districts ten strategies to create a positive, safe, and supportive climate and emotional wellness of children and adults in our communities when trying to
is to monitor students behavior and intervene at the first sign of difficulties make our schools a safer and more supportive place.
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 27
SURVEY FINDINGS 2
differences of others; to be punctual and
Teaching these skills should be totally connected to the academic dependable; to exercise self-discipline;
curriculum, because ultimately, these skills are not just important for to set goals, allocate time, and achieve
them; and to accept responsibility.
the classroom, but for the workplace and for life.
The U.S. Department of Education in
Stan Litow, Vice President of Corporate Citizenship & Corporate Affairs, IBM
the 1990s conducted the Employer
Employment Survey of more than 4,000
self-perception or self-esteem.97 SEL will fall short of that number by at least employers to identify the expectations they
improves climate by establishing a safe, three million postsecondary degrees had for a skilled and proficient workforce.115
caring learning environment through (Associates or higher).111 In addition, The top two were skills obtained through
peer initiatives, classroom management, we will need at least 4.7 million new social and emotional learning attitude
school community building, and workers with postsecondary certificates.112 and communications skills.116 Stan Litow,
improved teaching techniques.98 As Employers also report that they are often Vice President of Corporate Citizenship
a result, students feel valued, are unable to find job candidates with 21st & Corporate Affairs at IBM, explains,
motivated, and develop a broad set of century skills. This shortfall will mean Teaching these skills should be totally
social and emotional competencies that lost economic opportunity for millions of connected to the academic curriculum,
lead to better academic performance, American workers. because ultimately, these skills are not just
behavior, and citizenship.99 A teacher important for the classroom, but for the
SEL can be a critical component for workplace and for life.
from Chicago explains, Students really
ensuring students are educated for the
need [to feel] happy at school, before Other research reinforces these findings.
increasingly competitive school-to-work
you can really engage them in reading The five most frequently reported
pipeline. When surveyed, more than 80
and math. applied skills that employers rate as
percent of dropouts say their chances of
staying in school would have increased very important all relate to SEL
ADDRESSING THE if classes were more interesting and professionalism, communication skills,
NATIONAL CHALLENGE provided opportunities for real-world teamwork and collaboration, critical
MANY GRADUATES DO NOT learning.113 A twelfth grade boy explains, thinking and problem solving, and ethics
HAVE THE SKILLS TO BE [Having social and emotional skills] and social responsibility.117 Not only do
SUCCESSFUL would help you focus on your work better employers look for hard skills unique
and rise to a promotion. The upper to the specific field, but also soft skills
Todays education system is not keeping such as cooperation in groups, effective
management looks for people to promote
up with the demands of tomorrows leadership, empathy, civic mindedness,
who have cool heads and are in control of
workforce. A generation ago, two-thirds goal-oriented mindset, and persistence.118
their emotions.
of all jobs required only a high school
diploma or less. By the end of this The business sector agrees. Almost three However, according to a recent study of
decade, nearly two-thirds of Americas decades ago, the National Research employers, 70 percent of high school
jobs will require a postsecondary degree Council of the National Academy of graduates are considered deficient in
or certificate.108 Only 78.2 percent of Sciences and National Academy of professional work ethic, and 70 percent
Americas students graduate from high Engineering convened a panel to identify are deficient in critical-thinking and
school on time, and fewer than 40 the competencies that employers problem-solving skills.119 These skills
percent of 2534-year-olds have some needed.114 In addition to cognitive are particularly important for global
postsecondary degree.109 Yet, 29 million requirements, the panel identified jobs where employees must navigate
jobs in the United States nearly half competencies that relate to SEL. Human complex informal networks and cultural
of all jobs that pay middle-class wages resource supervisors at companies differences.120 The good news is that
require more than a high school wanted to see an ability to handle students participating in SEL programs
diploma but less than a Bachelors conflicts maturely; to work in groups had better social skills than 76 percent
degree.110 By 2018, the nation will need to reach decisions; to demonstrate of students not in those programs.121
22 million new college degrees but respect for the opinions, customs and Students who participate in SEL programs
FIGURE 10 Teachers believe greater emphasis on social and emotional learning would have major career,
school, and life benefits.
Larger focus on social and emotional learning would have a major benefit on this:
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 29
SURVEY FINDINGS 3
Not sure Not really In some teachers curricula but not in others Happening on a programmatic basis schoolwide
2% taught in
44% 44%
my school
10%
49%
Elementary school teachers 43% 49%
28%
Middle school teachers 43%
High school teachers 28%
to high schools, teachers report that only SEL: 81 percent say they are fairly/very and monitoring that can only be found
39 percent of high-poverty schools have interested in receiving additional SEL if a schoolwide, systematic SEL process
schoolwide SEL programming (where at training and 80 percent still think SEL is put into motion.127 However, there is a
least 60 percent of the student body are is very important. Providing tools from gap in research analyzing the effect of
on free/reduced-price lunch). the system or school level, or integrating systematic schoolwide SEL instruction
SEL through schoolwide activities and and evaluation versus individual,
Only 15 percent of teachers identify the
classroom instruction, could support interventional, or ad hoc approaches.
school administration as a major barrier
teachers in achieving their goal of SEL Focusing resources to research and
to implementing SEL in their school.
implementation while not significantly analyze the benefits of systemic
Rather, they say the biggest challenge is
adding to their time burdens. schoolwide SEL programming plus
time. Nearly half of teachers (49 percent)
classroom-based instruction could help
volunteer that there is not enough time Research corroborates the need for
ensure more effective SEL programming
in the day and that mandates have systematic SEL instruction. By applying
in schools.
stretched them too thin. When prompted, SEL programming on a schoolwide basis,
81 percent of teachers say not enough social and emotional skills may be taught,
time to take on something new is a big practiced, and applied to a diverse Embed SEL in Student
challenge for a school trying to implement number of situations reflecting daily Learning Standards
SEL programming, and 65 percent say it student life.126 Effectively implementing
is a very big challenge. Despite the lack of SEL programming requires more than Nearly two-thirds of teachers (62 percent)
time, the demand for SEL programming ad hoc teacher efforts, but rather ongoing think the development of social and
remains. These teachers still value professional development, coaching, emotional skills should be explicitly
stated in their state standards (Figure
12). This sentiment is shared by more
Nearly two-thirds of teachers (62 percent) and three-quarters of than half the teachers in all grade-
teachers in low-performing schools (71 percent) think the development level subgroups: prekindergarten and
of social and emotional skills should be explicitly stated in their state elementary school, 65 percent; middle
education standards. school, 64 percent; and high school, 55
percent. Nearly seven in ten teachers in
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 31
SURVEY FINDINGS 3
FIGURE 12 Teachers believe the development of social and emotional skills should be explicitly stated in their
states education standards.
Should the development of social and emotional skills be explicitly stated in your states education standards?
Should not be explicitly stated Should be explicitly stated
32% 62%
Definitely Definitely
not should
12% 23%
55%
<30% low-income* 59%
>60% low-income* 68%
59%
Low-performing schools 68% 71%
Four in five teachers (82 percent) report interest in receiving further training on SEL.
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 33
SURVEY FINDINGS 3
FIGURE 13 Just over half of teachers have training in teaching social and emotional skills; high school teachers
and those new to the profession are less likely to have it.
Have you received training on how to teach social and emotional skills to students?
Received training Have not received training/not sure
55% 45%
Both pre-service & In-service professional Have not received training Not sure whether
in-service training development 44% received training
24% 23% 1%
60% 45%
10 years/less experience
60% 45%
55% 55%
55%11 to 20 years experience 55%
47% 67%
47% Over 20 years experience 67%
FIGURE 14 Majorities of teachers are interested in receiving further training in teaching social and emotional skills.
How interested are you in receiving further training on the best practices for teaching social and emotional skills to
students?
Not sure Not at all Not that Somewhat interested Fairly interested Very interested
2% interested interested 21% 28% 33%
8% 8%
Very/fairly interested
61%
65%
65%
Pre-K/elementary school teachers
Middle school teachers 63%
63%
High school teachers 54%
54%
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 35
SURVEY FINDINGS 3
SNAPSHOT
AUSTIN, TX: SCHOOL AND
DISTRICT EFFORTS ALIGN
FOR SEL RESULTS
Nestled in south-central Austin, TX, Cunningham Elementary School serves 441
students, about 57 percent of whom are Hispanic, 28 percent White, and 15
percent students of color.152,153 More than two in three students (69 percent) are
eligible for the free and reduced-price lunch program.154 This diverse elementary
school has recognized the importance of SEL for many years, but lacked a cohesive
program, implementing only diffuse or informal pieces. Now, with support from
the district, teachers and administrators are fitting those pieces together to create
a unified approach to SEL, embedded in all aspects of the school. Once a month,
during staff meeting, the principal has faculty share SEL best practices, develop AISD relies on a collaborative approach, providing training in self-management
schoolwide SEL activities, and discuss the importance of the whole child focus and conflict resolution to many of its school personnel, including cafeteria
in education. Teachers also work to identify academic areas in which SEL could monitors and classified employees. It aims to create a common vocabulary and
easily be integrated into existing lessons. For example, the art teacher works with ways of interaction throughout the district so teachers, administrators, staff,
students to make posters, strategically placed throughout the school, that remind and students across grade levels can successfully articulate their thoughts and
students of strategies they can use to solve their problems and interact positively feelings, strengthening relationships and problem-solving skills. All elementary,
with their peers. middle, and high schools also have their own SEL campus facilitator (an on-site
champion who works to build capacity within schools for SEL).
Cunningham also has peace paths, where students in conflict begin on either
side, following the step-by-step instructions on each successive square until The SEL department is developing a districtwide parent series to teach parents
they find a resolution and meet in the middle. The path is available both inside about the importance of SEL and familiarize them with the common language
and outside the school so that in lessons or in play, social and emotional skills so that they, too, may reinforce learning at home and provide guided practice.
are easily practiced. The peace path was also shared with parents during an AISD also uses the Second Step program in its elementary and middle schools
SEL-dedicated coffee session hosted by the schools principal. Parents reacted and School Connect in its high schools. These age-appropriate curricula are
positively, asking to schedule a larger PTA meeting that would focus on teaching specifically designed to help students develop positive social and emotional
parents more strategies for practicing social and emotional competencies competencies.156 In addition to these districtwide initiatives, each school has its
with their kids in their own homes. To evaluate the effectiveness of its SEL own unique strategies, evaluating their resources to design SEL practices that
programming, Cunningham Elementary participates in the districtwide school work best for them and their students.
climate survey and administers its own playground survey to assess student
After these first two years, AISD administrators assert that the change in school
perceptions and growth.
climate is palpable. More students are on task and engaged during lessons.
Cunningham is part of Austin Independent School District (AISD), one of eight big- Discipline referrals are down and student interactions are more positive. The
city districts nationwide collaborating with CASEL to implement SEL systemwide. district is using these observable shifts as evidence of positive change to try to
AISD is in its second year of implementation. Led by the districts Social and help secure increased funding for SEL programs by giving potential donors tours
Emotional Learning Department in partnership with CASELs Collaborating of their schools.157 The principal of Cunningham advises educators throughout the
Districts Initiative, 57 Austin schools have started implementing systemic SEL, nation to run to get SEL and run fast, because it can make a difference in your
with the goal that all 122 schools will be implementing within the next three schools and your students lives.
years.155
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 37
social, and emotional learning and
functioning. A successful school-family
partnership (SFP) must be based on the
idea that all families can contribute to a
childs learning and development and
parents, as well as teachers, share the
responsibility. Likewise, community-
school partnerships can help to better
facilitate a childs progress through
school. Establishing partnerships with
community-based program providers
and agencies like social services, mental
health, and welfare can provide further
out-of-school support for students.
To facilitate the creation of student-
family-community partnerships, schools
can create a position of SEL or SFP
coordinator, who can be involved with
after-school activities. They can use and identify SEL best practices and program implementation and serve as
goal-setting instructions and focus measures that fit their school. School a liaison with families and community
on problem-solving strategies and leaders can conduct resource and needs partners. Teachers can share SEL
the decision-making process. Across assessments that build on evidence- strategies, tools, and resources that
the school, educators can stress the based SEL programming that is already match the childrens learning styles and
importance of SEL application, not only being implemented and appropriately skills with parents to help with at-home
in the classroom but also in everyday life addresses the needs identified by reinforcement. They can also coordinate
through consistent and age-appropriate students, parents, and school staff. with out-of-school services to recommend
supportive services. Based on the Not only does this create a sense of which competencies can be supported in
specific age and culture of students ownership in the program, because it extracurricular environments.
and needs of the school, school leaders involves high-level school officials and
Getting families and community partners
can develop coordinated and explicit teachers, it can help increase parent buy-
into the classroom to observe and actively
problem-solving strategies on targeted in. Furthermore, school leaders should
participate in SEL is another means of
issues (e.g., healthy lifestyle, conflict strive to create a learning environment
earning parent and community partners
resolution, and healthy study habits). that fosters more extensive personal
buy-in, as well as at-home and extra
They can provide time in the curricula for interaction. This will allow teachers to
curricular reinforcement. Creating parent
students and teachers to learn, work, and understand individual students better and
support during the assessment process
practice these strategies. Academic and allow students to feel more engaged in
includes home visits and engaging
social and emotional learning should be the learning process.
families in the initial program assessment.
mutually reinforcing.
For example, students and parents can
Ensure Effective generate individual SEL goals at the
Conduct Resource and Coordination with Out-of- beginning of each school year. This will
Needs Assessments in School Partners161 encourage family presence in the later
SNAPSHOT
DUPAGE COUNTY, IL: IMPLEMENTING SEL STATE STANDARDS
AT THE LOCAL LEVEL 170
In 2003, section 15(a) of Illinois Childrens Mental Health Public Act 93-0495 working with CASEL to implement these state standards on a local level. The
required that the Illinois State Board of Education (ISBE) develop and implement support of SEL is so strong at El Sierra that two teachers were chosen to speak
a plan to incorporate social and emotional development standards as part of the at a Capitol Hill briefing in September 2012 to promote awareness of SEL and its
Illinois Learning Standards.171 The Act was based on strong research indicating positive outcomes in school and in life.178
that students with social and emotional competencies are more ready to learn,
El Sierra serves 315 students, 65.1 percent White, 21.6 percent Hispanic, and 7.6
have better classroom behavior and social and emotional development, and
percent students of color.179 The school uses Responsive Classroom, an evidence-
perform higher academically.172 ISBE responded by developing clear and consistent
based model designed to improve social skills and behavioral and academic
standards for kindergarten through twelfth grade.173 The standards have three
outcomes.180 The program advises teachers to set aside ten to fifteen minutes
main goals:174
every morning for Morning Meeting. El Sierra teachers assert that this time, used
Goal 31 Develop self-awareness and self-management skills to achieve
to practice social and emotional competencies and build a positive climate, has
school and life success.
helped to dramatically transform the classroom environment. Students started
Goal 32 Use social awareness and interpersonal skills to establish and working better in small groups, managing their emotions, and solving problems
maintain positive relationships. together. El Sierra also has implemented School Families, a program in which
Goal 33 Demonstrate decision-making skills and responsible behaviors in a group of nine to ten students meets with a school staff member once a month
personal, school, and community contexts. for thirty minutes.181 Each school family is made up of at least one student from
each grade.182 During meetings, students and the staff leader get to know one
Each goal encompasses several learning standards that are themselves broken another and participate in activities and discussions based on that months SEL
down into benchmarks specifying developmentally appropriate social and theme.183 One month, the groups talked about the concept of self-awareness
emotional knowledge and skills for each grade level cluster: kindergarten to what it means to know themselves as a person and what they stand for.184 Another
third grade, fourth to fifth grade, sixth to eighth grade, ninth to tenth grade, and month, School Families discussed regulating their emotions and ways to express
eleventh to twelfth grade.175 Finally, the benchmarks are made up of performance anger that is both healthy and safe. School Families meet every month throughout
descriptors meant to aid educators in selecting and designing curricula, their experience at El Sierra until they graduate and attend middle school.185
classroom activities, and assessments aligned with the standards. 176
Both teachers and students are benefiting from El Sierras SEL standards-aligned
At El Sierra Elementary School in DuPage County, Illinois, part of Downers Grove initiatives. Stronger relationships through Morning Meeting, School Families, and
Grade School District 58, teachers and administrators work hard to meet the other programs have resulted in both teachers and students excited and eager to
states SEL standards. Downers Grove is one of many districts in DuPage County
177
attend school every day to learn and grow together.186
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 39
educators how to integrate SEL into event or social/behavioral problem SEL into their education policies and
all areas of the curricula and create that could foreshadow a higher risk practices.
opportunities for student to apply social of disengagement. Report cards can
and emotional skills throughout the day. be modified to include social and
emotional skill progress on a scale that
Ensure Sustainable Funding
uses common language and consistent for SEL167
Tie SEL to Classroom, routines based on the state standards.165
School, and District Goals163 Philanthropic and public investments,
including Title II of the Elementary
Students and educators alike should
SUSTAIN SEL THROUGH and Secondary Education Act (ESEA),
increase transparency around social and
HIGH-IMPACT LEVERS should identify SEL training and program
emotional skill development. School, implementation as funding priorities. The
district, and state education leaders Create SEL Standards and ESEA provides districts with the flexibility
should work to align systems of reporting and resources to apply professional
and accountability to clearly defined
Connect with Common Core development and other funding as
goals. District support and leadership
State Standards166 states and districts see fit. Schools and
for SEL is critical and will determine the districts can use these dollars to support
State legislators should connect social
extent to which teachers and other school additional professional development.
and emotional development in existing
leaders can plan and proceed. Some Further, the state departments of
state student learning standards and/
districts, such as CASELs Collaborating education and the U.S. Department
or create stand alone prekindergarten
District Initiative in Anchorage, AK, have of Education should create funding
through twelfth grade social and
strategically integrated SEL into the core preferences in competitive education
emotional standards. Standards can
curriculum by developing benchmarks grants that reward states or schools that
provide clear expectations of what
and standards and establishing a clearly articulate an SEL-focused plan for
students should know and be able to
Department of Social and Emotional improvement. SEL policies can also be
do. These standards must be created
Learning.164 One schoolwide approach included in school improvement plans for
in partnership with teachers, so that the
is to develop an action plan that uses low-performing schools.
standards support, not burden, teachers.
and reviews student data and adjusts
Standards cannot be created with the
for changing trends in the student
population. This means identifying
unrealistic expectation that teachers Support Federal Policies
and prioritizing areas for improvement
in isolation can take on this important that Promote SEL168
work. By providing clear guidance about
grounded in the data collected, looking
evidence-based SEL approaches and The U.S. Congress should pass
for connections among different groups
what benchmarks must be reached bipartisan legislation supporting students
of students, examining trends in student
in a given year, educators can have development through SEL. Representative
social-emotional competencies, and
a manageable and clear framework Tim Ryan (D-OH) is planning to introduce
reviewing SEL in conjunction with other
with common language from which to the Academic, Social, and Emotional
school data (such as attendance).
interpret. Simultaneously, when these Learning Act of 2013 in May 2013,
Research is needed to develop formative
freestanding but focused standards are based on the same model legislation
assessment tools that teachers can use
used, the focus is on the ends, and not proposed in 2011 by Ryan and former
to measure and track improvements
the means. School districts and teachers Representatives Judy Biggert (R-IL) and
in students social and emotional
then have the freedom to adopt SEL Dale E. Kildee (D-MI). The bill seeks to
competence.
techniques and methods that suit their expand the availability of programs that
Schools also can support student schools profile and needs. Connecting teach students skills such as problem
progress by reviewing report cards, social and emotional competencies solving, conflict resolution, responsible
discipline referrals, and attendance to Common Core standards and decision-making, relationship-building,
trackers to help identify students who assessments can create additional goal-setting, and self-discipline. Other
may have recently experienced an incentives for districts to incorporate members of the House should sign on to
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 41
CONCLUSION
The lack of urgency around implementing social and emotional learning (SEL) in schools threatens the
future success of Americas children. SEL is a proven strategy that is endorsed by teachers across the
country. Yet too few schools and far fewer school systems are adopting explicit evidence-based SEL
strategies or integrating evidence-based SEL approaches both of which are needed.
SEL has been underutilized for too long. Our lack of action inhibits students across the country from fully
realizing their potential as knowledgeable, responsible, caring, and contributing individuals. The time
has passed to debate whether schools should make SEL a central focus. Now we must act to ensure our
students and teachers are equipped with the knowledge and skills they need to be successful in school,
work, and life.
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 43
APPENDIX 1: METHODOLOGY
In November and December 2012, teachers and students across America were asked to participate in
focus groups, surveys, and interviews to assess the role and value of social and emotional learning in
Americas schools. The nationwide telephone survey was conducted from December 7 to 10, 2012, among
605 preschool through twelfth grade public school teachers. The margin of error is 4.0 percentage points
in the full survey sample and higher among subgroups. Slight weights were applied to ensure that the sample
matched teacher and school characteristics of public school teachers. We are confident that the survey
sample, once weighted, represents a true national sample of public school teachers in America.
The survey was informed by three focus mix of middle and high school teachers. were conducted in Philadelphia and
groups conducted among teachers The third focus group with teachers Washington, DC, in November and
in November and December 2012 to took place in Chicago in December December 2012. These interviews
explore potential survey topics and to 2012 and included a mix of elementary, explored students perspectives on
give some teachers an opportunity to middle, and high school teachers, all of the qualities of an engaging school
express their views in their own words. whom had ties to CASEL and personal environment and their views on specific
Particular emphasis was placed on experience teaching social and emotional social and emotional skills. Discussions
recruiting a diverse pool of participants learning. with key leaders from the business,
in terms of school district, years in the philanthropy, government, and education
The survey development and report
profession, and personal demographic sectors, as well as an exhaustive
findings also were informed by fifteen
characteristics. Two of the focus Literature and Landscape Review of the
one-on-one, in-depth interviews with
groups took place in Philadelphia in most current research on social and
middle and high school students. The
November 2012; one of these comprised emotional learning, also informed the
fifteen interviews with public school
prekindergarten and elementary school report.
students in middle and high school
teachers, and the other comprised a
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 45
APPENDIX 2: ADDITIONAL INFORMATION
ON CASEL AND RESOURCES ON SEL
IMPLEMENTATION
Since 1994, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has been the worlds
leading organization to advance the science and evidence-based practice of social and emotional
learning (SEL). CASEL has been at the forefront of defining the field of SEL and setting rigorous quality and
professional standards. Through a coordinated set of strategies across practice, research, policy, and
communications, the organization is currently engaging in a large-scale effort to make SEL an essential
part of prekindergarten through twelfth grade education in the United States.
Based on strong scientific evidence zz Developing a clear SEL vision and inform similar efforts in districts across
about the impact of social and emotional detailed long-term plans for SEL the country.
factors on students success in school,
zz Developing and adopting SEL learning The resources that follow can help you to:
career, and life, CASEL supports
standards and assessments
districts in developing the capacity to
Promote SEL at Home
incorporate high-quality, evidence- zz Adopting evidence-based SEL zz Download our Parent Packet for tips
based SEL as an essential component of programs on how to promote SEL with your
school improvement. Currently, CASELs
children at home and at school
Collaborating Districts Initiative (CDI) zz Designing professional development
(http://casel.org/publications/
engages eight large school districts to programs to build internal capacity
sel-parent-packet-ideas-and-tools-for-
plan, implement, and monitor systemic
zz Integrating SEL with existing district working-with-parents-and-families-
changes that will impact schools and
initiatives full-packet/).
classrooms in ways that influence
students social-emotional development zz Aligning budgets and staffing to zz Read the Raising Caring, Confident,
and academic performance. CASELs support SEL Capable Children brochure about SEL
collaborating districts Anchorage, (http://casel.org/publications/raising-
Austin, Chicago, Cleveland, Nashville, zz Monitoring SEL implementation caring-confident-capable-children-
Oakland, Sacramento, and Washoe process and outcomes brochure/).
County (NV) serve more than
zz Establishing a plan for communicating zz See the SEL for Parents and Families
850,000 students in nearly 1,400
with stakeholders about SEL page for more parent resources
schools. CASEL consultants work with
(http://casel.org/in-schools/tools-for-
district administrators to support and zz Participating in a cross-district
families/).
school teams to plan and implement evaluation and learning community
evidence-based SEL systematically. The with other districts zz Find publications on social and
collaborative work involves: emotional development in our
During this engagement, the partner
zz Assessing the districts SEL-related Publications Catalog (http://casel.org/
districts are connected together,
needs and resources research/publications/).
documenting and collectively sharing
lessons learned. CASEL generates
knowledge from the experience that can
A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 47
ENDNOTES
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