Social and Emotional Learning (SEL) and Teacher Preparation: A Scan of SEL Content in Teacher Certification Requirements in the United States and Canada

• In Event: Social and Emotional Learning in Teacher Preparation: Emerging Policy, Research, and Programs

Abstract

Objective
The primary objective of this research was to determine the degree to which SEL content is incorporated into teacher certification requirements and standards in the US and Canada.
Theoretical Perspective
SEL is the process of acquiring the competencies to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively (Greenberg et al., 2003). A recent meta-analysis indicated that school-based SEL programs produce multiple positive outcomes for students – including significant improvements in students’ social and emotional skills and academic achievement (Durlak et al., 2011). Additionally, the adoption of social and emotional learning (SEL) programs in schools and of SEL standards in states has grown over the last decade (e.g., Dusenbury, Zadrazil, Mart, & Weissberg, 2011).
Given the substantial body of research supporting SEL, it is particularly surprising that there are no teacher preparation programs in North America that have a focus on SEL. As a first step to understanding the manner in which SEL is incorporated into teacher preparation, this study was designed to determine the amount and type of SEL content that is included in state and provincial teacher certification requirements and standards.
Method/Data Sources
To collect data, we first identified certification requirements via State Board’s of Education (US) websites for all 50 states and territories. During this process, we utilized several websites for locating certification requirements (e.g., www.certificationmap.com, www.education.uky.edu/AcadServ/content/50-states-certification-requirements). Second, for each state and province, all of the teacher certification requirements and standards were reviewed to determine the amount and type of standards and/or coursework that were relevant for SEL. For this phase, we utilized an SEL dictionary comprising key SEL related terms (e.g., character education, social development). Following, we coded any teacher certification standards and/or coursework as either related or not related to SEL. Based on the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) framework for SEL (www.casel.org), we next categorized all of the teacher certification requirements and standards that we coded as related to SEL on three dimensions, 1) Promotion of a caring, safe, and supportive classroom context, 2) Social and emotional competencies for pre-service teachers (Jennings & Greenberg, 2009), and 3) Promotion/attention to the social and emotional competencies of students.
Results/Scholarly Significance
Results indicated a general paucity of SEL content in the standards and requirements for teacher certification across the US and Canada. Although we found some required or recommended standards/courses on classroom context (e.g., classroom management), there were relatively few states and provinces that have any standards or courses directly related to 1) SEL of the pre-service teacher or 2) SEL for students. Most of the standards and/or required courses for teacher certification are focused solely on academic subjects (e.g., math, science). Considering the growing number of children experiencing difficulties, it is of critical importance that teacher certification requirements include SEL so that teachers will be able to have the knowledge and education to provide their students with the skills needed for succeeding in school and in life.

Authors

• Kim A. Schonert-Reichl, The University of British Columbia

• Jennifer Lynn Hanson, The University of British Columbia

• Maria Lerose, The University of British Columbia

• M. Jennifer Kitil, The University of British Columbia

• Jenna Whitehead, The University of British Columbia

• Lina Sweiss, The University of British Columbia

• Zuhra Teja, University of California - Berkeley

• Michelle Sipl, The University of British Columbia

• James L. Floman, University of British Columbia