Picture this: Ten-year-old Arya enters the classroom and is greeted by her friend Claire, who is the greeter for the week. Arya sits at her table and pulls out her journal. She first colors in the yellow quadrant of her ‘Mood Meter’ because she’s feeling motivated and excited. On the board is a prompt: Today, I’m feeling _____, because _____. For the next five minutes, Arya writes down what she’s feeling in her journal. In the third period, the class has a meeting. They discuss ways to show respect for others even if you don’t agree with them, and they act out some scenarios, framing sentences they can use in similar situations.
Arya’s class is using techniques designed to develop social and emotional learning (SEL). A descendant of character-building programs, value and virtue education, and positive psychology, SEL focuses on developing the skills people need to navigate the social and emotional worlds. Over the past 25 to 30 years, SEL programs have flourished and spread in schools around the world. As mental health concerns rise among younger and younger age groups, educators are learning that helping learners cultivate emotional intelligence and social skills is as, if not more, important than developing academic skills.
What are the SEL competencies?
Though specifics and terms may vary from place to place, most SEL initiatives focus on the following five areas, as defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL):
- Self-awareness
- Self-management
- Social awareness
- Relationship skills
- Responsible decision-making
In the European Union, the European Commission Network of Experts working on the Social dimension of Education and Training (NESET) framework for Social and Emotional Education (SEE) defines competencies for:
- Self-awareness
- Self-management
- Social awareness
- Social management
There are a number of other frameworks for SEL competencies, including the WHO Skills for Health, the Social, Emotional, and Ethical (SEE) Learning Framework, and the PRACTICE model. Most of these frameworks have at least some skills in common. These competencies may be defined differently for different age groups, ranging from pre-K to adult learners.
Who defines SEL competencies and standards?
There is no single organization that defines SEL competencies. In the U.S., at least 29 states have defined their own competencies, often aligned with the Common Core standards. A number of states implement SEL programs under the CASEL initiative.
How are SEL competencies developed in learners?
There’s no one-size-fits-all when it comes to SEL competencies. Some schools include SEL as a separate subject that is taught during dedicated classes as well as integrated into the life of the classroom. Others integrate SEL techniques into the usual academic activities of the classroom, for instance, by assigning essays for language classes on topics that improve self-awareness or social management. In some schools, SEL is taught by external instructors. Many states offer resources that teachers can use, while several for-profit and non-profit providers, such as Positive Action, offer a variety of packages for teachers and schools. Some programs, such as Yale’s RULER program, begin by training instructors to develop SEL competencies themselves, before beginning to implement the technique among learners.
An important point to note is that SEL programs involve a cultural shift and a drastic shift in mindset that cannot happen overnight. Often, these techniques must become a part of the culture of the school (and ideally, be shared with families, as well) to have a lasting impact on learners. The age of the learner when SEL techniques are introduced is also important. Younger learners are likely to be more receptive to SEL techniques initially than older learners, but by gradually transforming the school’s culture to include SEL in everyday conversation and activities, everyone can eventually benefit.
What are the benefits of SEL?
Beyond enhancing learners’ abilities to understand and regulate their own behavior, SEL appears to have wide-ranging benefits for schools: reducing absenteeism, improving discipline, reducing incidents of bullying, and improving academic performance. A meta-analysis by Joseph A. Durlak et al. showed an improvement in academic performance among learners using SEL techniques. Some analyses have shown that the improvement in social-emotional awareness and management persists in the long term, with benefits extending into adulthood. A 2015 study in the American Journal of Public Health indicated that SEL skills resulted in a decrease in the likelihood of an individual needing public housing, economic assistance, and being involved in criminal activity. A 2021 report from the UK indicates that school-based SEL interventions reduce symptoms of depression and anxiety in the short term. In the short term, developing SEL skills also enables instructors to regulate their own behavior better, as well as help learners with mental health issues or trauma.
What are the criticisms of SEL?
SEL is not without its detractors, and, as with any large-scale initiative, there is always room for improvement. Concerns about implementing SEL practices range from the practical (increased teacher workloads, assessment and measurement of competencies) to the philosophical (whether SEL skills can be taught, privacy issues, and concerns about ‘psychologizing’ or ‘pathologizing’ normal adolescent behaviors). Critics point to the lack of conclusive evidence for the effectiveness of SEL and the difficulties of conducting research in this field. The costs of buying ready-made programs or developing programs are also a concern, especially if evidence of effectiveness is lacking. Regardless of the practical difficulties of implementing SEL or the debates about the most effective ways to incorporate these programs, teachers, students, and policymakers alike agree almost unanimously that teaching social and emotional skills is essential for the all-round development and physical and emotional well-being of learners.
