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For children to succeed during elementary school, further schooling, and careers, they need to be socially, emotionally, and academically competent. Students' social and emotional learning (SEL) competencies are built through policies, programs, and practices that enhance children's and adults' capacities to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified five inter-related sets of cognitive, affective, and behavioral competencies that comprise social and emotional learning:
* Self-awareness-The ability to accurately recognize one's feelings and thoughts and their influence on behaviors (e.g., accurately assessing one's strengths and limitations; possessing a growth mindset, a well-grounded sense of self-efficacy, and optimism). Self-management-The ability to regulate emotions, cognitions, and behaviors to set and achieve personal and educational goals (e.g., delaying gratification, managing stress, controlling impulses, motivating one's self, persevering in addressing challenges).
* Social awareness-The ability to take the perspective of and empathize with others from diverse backgrounds, to understand social and ethical norms for behavior, and to recognize family, school, and community supports.
* Relationship skills-The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups (e.g., communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, seeking help when needed).
* Responsible decision making-The ability to make constructive choices about personal behavior, social interactions, and school based on consideration of ethical standards, safety concerns, social norms, realistic evaluation of consequences of various actions, and the well-being of self and others.
These competencies contribute to better adjustment and school performance, including more positive social behaviors, fewer conduct problems, less emotional distress, and improved grades and test scores. They are critical to academic success and positive adjustment in school and in adult employment.
Based on extensive research, at least 11 states (CT, ID, IL, KS, MA, ME, OH, PA, VT, WA, and WV) have articulated explicit goals for student SEL at the elementary level in recent years. Even more states are moving in this direction.
This brief examines the evidence of successful, universal SEL programs and practices used to support social and emotional development during the elementary years (K-5). These approaches are widely available to schools, along...