SEL implementation soars in the US

Key findings:

A national survey of educators and principals shows a record number of K-12 schools reporting implementation of social and emotional learning (SEL), according to new research from CASEL and RAND.

For the 2023-24 school year, 83 percent of school principals reported that their schools used an SEL curriculum. That number marks a steady increase from 76 percent in the 2021-22 school year and 46 percent in the 2017-2018 school year.

Data of Social and emotional learning in U.S. schools: Findings from CASEL's nationwide policy analysis and the American Teacher Panel and American School Leaders Panel surveys show that 49 states and the District of Columbia have at least one supportive policy or condition that actively promotes SEL in schools. Educators working in states with more favorable SEL policies and conditions said they are more likely to report SEL implementation in their own schools.

“These findings show that educators and leaders across the country are prioritizing SEL as a critical part of long-term academic recovery and are not deterred by funding changes or political divisions,” said Dr. Alexandra Skoog-Hoffman, Senior Director of Research and Learning at CASEL. “At a time when the nation faces teacher shortages, safety concerns, and attendance crises, this data suggests that the focus on SEL is having an impact. “Our data reinforces decades of evidence showing that SEL can contribute to more positive school climates and increase students’ interest in learning, while also supporting educators themselves.”

School leaders' investment in SEL also has a positive impact on teachers. Data from the report shows that while educators cite funding and lack of support as consistent barriers, greater investment in SEL correlates with teachers feeling they have the time, professional learning, and community support to implement strategies. of SEL that benefit student learning.

The report also identifies specific state and local policy solutions to ensure that educators and school leaders have the support to do their jobs effectively for their students. State policies have a huge impact on the success of SEL initiatives. In states with SEL supportive policies, such as standalone K-12 SEL standards and the integration of SEL into academic content areas, schools report fewer barriers to implementation, more community support, and greater professional learning opportunities for educators.

Based on these latest findings and existing evidence, CASEL calls on policymakers at all levels to make SEL a central part of the educational experience of all students.

For more than a decade, CASEL has partnered with districts across the country to study and expand high-quality SEL. The SEL Fellows Academy is an opportunity to support more leaders in addressing the social and emotional development of their students and educators and scaling high-quality practices in their districts across the country.