A Scoping Review of SEL Implementation Literature to Identify Conditions For Systemic SEL Implementation

• In Event: Rooted in History, Emboldening the Future: Scoping the SEL Implementation Literature and Enacting Statewide Change

Abstract

Overview
Social and Emotional Learning (SEL) has historically been driven by the pursuit of improved individual-level outcomes, resulting in the installation of skill-building programs in classrooms. Yet, SEL programs are often selected, supported, and monitored in haphazard and uncoordinated ways, with insufficient attention to the role of macrosystems (i.e., larger contexts) in implementation. Systemic SEL (Mahoney et al., 2021) has four aspects: (a) foundational support; (b) adult SEL competencies and capacity; (c) SEL for all students; and (d) continuous improvement. This model recognizes that robust infrastructure is needed at every level of the education system –although research above the school level has been limited (Kendziora & Yoder, 2016). In this paper, we ask: What can we learn from the invocation of macrosystems in the SEL implementation literature that can inform changes to educational systems to improve SEL practice and equitable thriving?

Methods
We conducted a scoping review using Covidence (www.covidence.org) to review SEL implementation articles addressing implementation above the classroom level. Our search terms included a) iterations of the term “social and emotional learning,” b) “implementation science”, and c) “Systemic SEL”. We included all article types (e.g., conceptual, original empirical, reviews) in the peer-reviewed literature. We analyzed 118 articles using inductive content analysis (Pollock et al., 2023) in Dedoose (v9.2.6). We developed and refined a codebook aligned to our research question, engaged in consensus coding (Hill et al., 2005), generated analytic memos and used thematic mapping (Braun & Clark, 2006) to cluster similar ideas, and explored relationships between and across codes to make claims.

Findings
Although our search strategy was designed to explore the role of macrosystems in SEL implementation, we first observed that the vast majority of articles still motivated and situated their discussion of macrosystems through the pursuit of individual skills and outcomes– and the installation of classroom-based SEL programs. This paper will review emergent findings regarding outcomes (i.e., well-being, engagement, and performance), social and emotional competencies (e.g., the preponderance of the “CASEL 5”), and SEL interventions (e.g., programs, pedagogies, and integration), followed by situating factors, such as school climate (safety and connection, voice, culturally and linguistically responsive practices), and the coordination structures (shared vision, information systems, leadership teams), capacities (e.g., mindsets, knowledge, skills), supports (e.g., funding, training, tools), and partnerships (e.g., cross-sector, with families and youth) suggested for SEL implementation.

Scholarly Significance
Findings provide an imperative to explore systemic SEL with greater specificity, and as related to more people (students, teachers, leaders). When synthesized, the partnerships, supports, and capacities educators need to engage in the structures and routines of systemic SEL become clear, and the considerations for equity become paramount. Although the peer-reviewed SEL implementation literature featuring “macrosystems” is overwhelmingly motivated by the installation of SEL programs, this literature also reveals the “conditions” that may be helpful for equitable thriving beyond these programs. To this end, findings provide a roadmap for both research and practice as we together take next steps to advance systemic change.

Authors

• Valerie Shapiro, University of California - Berkeley

• Tiffany M. Jones, Colorado State University

• Addison Duane, Sacramento State University

• Kamryn Morris, University of Washington

• Ashley Metzger, University of California - Berkeley