National Implementation Study of Social and Emotional Learning in U.S. Schools

• In Event: Infusing Social and Emotional Learning Into Academic and Enrichment Activities

Abstract

Social and emotional learning (SEL) programming promotes student mental wellness, healthy relationships, and academic achievement (Cipriano et al., 2023; Durlak et al., 2011). Previous literature primarily focused on SEL curricula; here we expand this scope and examine how state-level policy relates to SEL implementation. We also consider indicators of systemic SEL implementation (e.g., classroom climate, student interest in learning), which can indicate how deeply SEL is embedded across all aspects of students’ educational experience.

The widely used CASEL framework identifies social and emotional competencies that young people develop through their interactions and experiences across key settings (e.g., classrooms, schools, communities). This systemic approach fosters coordination across settings to consistently promote social and emotional competence and establish supportive learning environments (e.g., CASEL, 2020; Durlak et al., 2010). However, research rarely draws connections between settings. This paper advances knowledge by investigating associations between policy and implementation to illuminate a broader, more robust picture of SEL implementation across schools nationwide.

We investigate whether states’ SEL conditions are associated with K–12 schools’ implementation of SEL, we create two state-level indicators of SEL-relevant conditions using publicly available data: (1) supportive conditions (e.g., state SEL standards) and (2) limiting conditions (e.g., introduction of anti-SEL legislation). We compiled publicly available state information to categorize each state’s (plus DC’s) SEL-relevant policies and conditions. These state-level categories were then merged with survey data collected from nationally representative samples of teachers and school leaders.

We first characterize state-level conditions and principal reports of SEL implementation. Favorable state SEL conditions were widespread. Forty-nine states (plus DC) had at least one condition of SEL support, whereas only 20 states had more than one limiting condition. Consistent with these findings of broad support, implementation of SEL programming has become more prevalent in U.S. schools during and following the COVID-19 pandemic. Second, we examine associations between state-level policy and SEL implementation., Favorable state SEL conditions were positively correlated with both teachers’ and principals’ reports of SEL implementation efforts in their classrooms and schools, including more professional learning, fewer reported barriers to SEL and more support for SEL from the school community. Finally, we relate teacher-reported SEL implementation to the indicators of systemic SEL. Teachers implementing SEL in their classrooms report higher perceptions of positive school climate and stronger student interest in learning.

These findings align with the notion of systemic SEL, illustrating that schools that prioritize relationship-centered learning environments also demonstrate a supportive school culture where students are known, respected, and feel safe to learn and student interest in learning where students have a voice in their learning and development. The combination of our findings and prior research establishing positive effects of SEL should direct policymakers at the state and local levels away from advancing policies aimed at limiting SEL implementation in schools.

Authors

• Alexandra Skoog-Hoffman, NewSchools Venture Fund

• Rista Plate, Collaborative for Academic, Social, and Emotional Learning

• Robert Jagers, Collaborative for Academic, Social, and Emotional Learning