According to the Youth Risk Behavior Survey of S.C. high school students:
B.. School districts are shifting how they approach SEL—expanding their efforts beyond a specific program to infusing SEL into everything they do in classrooms, schools, district offices, out-of-school time, and family and community partnerships. This type of systemic implementation of SEL can be a long-term process and requires a close examination of all aspects of a district’s work, from planning and budgeting through school climate and instruction. https://casel.org/wp-content/uploads/2019/09/SEL-Trends-6-09112019.pdf
A. Social and emotional learning (SEL) is critical to students’ long-term success in and out of school, and it merits careful, sustained attention throughout K-12 education (Bridgeland et al., 2013; DePaoli et al., 2017; Weissberg et al., 2015).
B. Leading researchers and educators recommend that SEL programming will be most beneficial when it is implemented in planned, ongoing, systemic ways from preschool through high school (Berman et al., 2018; Collaborative for Academic, Social, and Emotional Learning, 2017; Jones & Kahn, 2017; Weissberg et al., 2015). https://kappanonline.org/social-emotional-learning-outcome-research-mahoney-durlak-weissberg/
Develop Standards for the development of specific SEL skills at each grade level (Dusenbury et al., 2015).
Research has shown that students and teachers perform better when their schools
The first meta-analysis (which has received considerable attention from educators, policy makers, and the popular media) synthesized the findings from studies of 213 school-based, universal SEL programs, including outcomes data for more than 270,000 students from kindergarten through high school (Durlak et al., 2011). Two major findings stood out:
This review also indicated that SEL programs managed by teachers and other school staff consistently yielded positive results, and it highlighted the role of careful program implementation in ensuring positive student outcomes. https://kappanonline.org/social-emotional-learning-outcome-research-mahoney-durlak-weissberg/
Acknowledge the many trusted adults who help support social-emotional learning. Families and caregivers, educators, and community partners like afterschool tutors and mentors all have a role to play in supporting students’ growth and social-emotional development.
A. Incorporate Student Leadership Integrate the interests, needs, and voices of students through authentic engagement in practice and policy decisions. Students should have agency, experience autonomy and authenticity, and be a key part of SEL and school climate efforts.
B. Involve Family and Community Young people spend at least half of their time outside of classroom instruction, so efforts to improve their social and emotional health must include adults who interact with students outside of the classroom. To involve families and communities, consider the following:
Supportive relationships, engagement, safety, cultural competence and responsiveness, and academic challenge and high expectations create positive school climates that can help build social and emotional competence https://www.air.org/sites/default/files/downloads/report/School-Climate-and-Social-and-Emotional-Learning-Integrative-Approach-January-2018.pdf