Packaging SEL for Parents, Policy, and Practice

Deborah Moroney, American Institutes for Research
Karen Pittman, Forum for Youth Investment
Katherine Plog Martinez, Forum for Youth Investment
Jill Young, American Institutes for Research

Over the last few years, social and emotional learning (SEL) has gained popularity as a set of practices and system change efforts in the fields of education and youth development. More recently, SEL has become a catch-all term for well-being, mental health, character development, discipline practices, mindsets, mindfulness, restorative practices, school climate efforts, and even equity. Unfortunately, some are concerned that use of the term “SEL” has become so ubiquitous that we risk diluting the very research about its effectiveness.

What does the research say about SEL? First, the research is clear that effective SEL is an intentional set of programs and adult practices focused on helping young people develop specific skills and competencies. Research shows that if used consistently, these programs and practices can yield short-term competencies, such as self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. Consistent, intentional programs and practices can improve longer-term outcomes, too, including improved academic achievement; improved high school graduation rates, college and career readiness, and stable employment; better mental health; more positive relationships; and reduced risky behavior.

Using the Term SEL

We know language matters, and many of our colleagues have conducted surveys to better understand stakeholders’ views on the value of and language associated with SEL:

• Findings from The RAND Corporation, Civic Enterprises (commissioned by CASEL), Learning Heroes, and The Fordham Institute suggest that families, principals, teachers, and out-of-school time professionals agree that SEL and SEL-like practices are key to learning and development. These findings show that people understand and support the specific elements of SEL (e.g., relationship building and self-awareness) more than the umbrella term of “SEL.”
• Findings from Edge Research (commissioned by the Wallace Foundation) suggest that the term “SEL” is more widely used and understood in education settings at both the policy and practitioner level, while Learning Heroes and Fordham have found that terms like “life skills” are more widely accepted among families.
• Learning Heroes has also found that parents recognize interconnected contributions for the development of social and emotional skills in home, school, and out-of-school time settings. Further, parents are prioritizing their children’s social and emotional needs when selecting out-of-school time programs.
• Maybe most importantly, young people say their learning experiences and opportunities matter to them. America’s Promise Alliance has found that young people are experiencing a decline in their well-being, and that supports for basic needs, physical and mental health, and learning opportunities are more important than ever.

Most recently, Fordham Institute’s survey of parents directly asked about families’ perception of SEL and related topics, specifically how they relate to core academic instruction and SEL’s place in schools. Results were analyzed by political party, race, class, and religious instruction. The survey shows that while there is a partisan divide over language, families agree that they want their children to have opportunities to acquire social and emotional skills. This suggests we should avoid the either/or tension, where teaching academics and teaching SEL is positioned as a trade-off.

Going Beyond Language

While the findings of the surveys themselves are interesting, it is worth noting that SEL has become a clear and urgent topic of interest. The debate over language does matter, but perhaps it is more critical for parents, practitioners, policymakers, and even pollsters to acknowledge that:

1. Learning and development matter, and learning is social and emotional. These broader skills and competencies matter for academic success and for life. Parents understand this, and they have opinions that should be taken seriously, as we consider bold changes.
2. Building social and emotional skills happens across settings. Educators certainly should acknowledge the importance of such skills, focusing on the ones most closely associated with content mastery. However, they should also acknowledge the role of others in helping youth build these skills. The power of out-of-school time organizations as partners in young people’s development of social emotional skills, as well as the important role of families and broader community connections, cannot be underestimated.

We also need to support adults who are working in settings where young people live, work, and play to help them engage in the practices that support learning and development:

• Building positive developmental relationships.
• Creating environments filled with safety and belonging.
• Offering rich learning experiences and knowledge development.
• Supporting development of skills, habits, and mindsets.
• Integrating support systems.

We will keep an eye on this evolving discussion around SEL and continue to support SEL principles as a way to help youth learn, grow, and thrive.