Social Emotional Learning (SEL): The Importance of School Conditions and Practices as a Construct of SEL Measurement

• In Event: 52.043 - Measuring What Matters: Broadening Measures of Success in Schools

Abstract

Objectives

To review literature on the importance of social emotional learning (SEL) and the core competencies associated with this area

To outline the state of measurement both locally, in Ontario, and internationally in regards to SEL

To propose a coherent systematic approach to measuring, tracking and supporting SEL across government services and throughout K -12 schooling

Perspective

One area that is closely linked to health and well-being is students’ social-emotional development or, as others have described it, their non-cognitive skills or interpersonal and intrapersonal skills (Pellegrino and Hilton, 2012). These skills range from self-regulation (the ability to plan and monitor behaviour) to the ability to work in diverse groups. There is strong evidence that these skills are critically important both for students’ long-term well-being and for their ability to contribute to society (Meece and Eccles, 2010; Levin, 2012). A growing body of evidence also points to the potential for effective educational interventions in these social-emotional areas, whether through particular programs or through broader pedagogical approaches, such as a focus on teacher–student relationships and interactions (Pianta and Hamre, 2009; Durlak, Weissberg, Dymnicki, Taylor and Schellinger, 2011).

Mode of inquiry

The paper uses both secondary research and literature as well as the author’s own principal research in outlining a framework in which SEL could be systematically measured in ways that promote progressive intervention and pedagogic supports for students across Kindergarten to Grade 12. The paper will have two main areas of inquiry: a systematic review of key SEL literature that articulates the importance of SEL within notions of student success and an introduction/discussion of a potential set of core measurable competencies which would align work currently existing in Ontario and provide jurisdictional system level evidence towards equity and social justice within compulsory education in Ontario.

Point of view

Currently in Ontario, SEL is already a critical part of student assessment. The measurement of quality in early childhood settings has strong focus on SEL skills and the conditions that support them (Ontario, 2007). The child outcomes tracked at school entry incorporate amongst other things, well-being, social knowledge and competence, emotional health and communication skills (Janus, Brinkman, Duku, Hertzman, Santos, Sayers and Schroeder, (2007). Additionally Ontario’s school assessment includes information about these “learning skills” as part of student’s report cards (Ontario, 2010). However, student achievement in these areas is not included in the system of public measurement nor are these assessments linked across the K-12 continuum.

Significance

The importance of social emotional development as a construct of student, teacher and institutional well being is well documented in research literature internationally as a significant contributer to enriched learning experiences and life chances of students (e.g. Kyllonen, Lipnevich, Burrus, and Roberts, 2008). In Ontario, there currently are few linkages or coherence from one assessment system to the next. Equally, development of SEL measures across many jurisdictions helps demonstrate the possibility for tracking progress in SEL. Creating a coherent system of measurement, tracking and development could contribute significantly to students’ ongoing and future success in Ontario.

Author

• Stuart Shanker, York University