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Educators are increasingly aware of the evidence demonstrating that students' behavioral and emotional well-being is essential to effective learning and academic achievement (Zins, Bloodworth, Weissberg, & Walberg, 2007). A number of evidence-based programs and practices have recently emerged that are designed to teach students essential skills needed to address everyday stressors and to better develop their own coping and problem-solving skills (Domitrovich, Durlak, Staley, & Weissberg, 2017). The promotion of skills such as self-control, empathy, and problem solving have been shown to prevent more serious problems such as school disengagement, the development of mental health concerns, and academic failure (Payton et al., 2008; Zins & Elias, 2007). Social–emotional learning (SEL) programs and practices have a demonstrated capacity to positively impact social, emotional, and behavioral functioning, as well as student academic achievement (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). SEL involves:
The processes through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary 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. (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2017a)
SEL programs provide instruction that is designed to promote student self-awareness, social awareness, and responsible decision making and to improve students' attitudes and beliefs about themselves, others, and school. The development of these skills provides an underpinning for productive citizenship.
IMPORTANCE OF SEL SKILLS
The promotion of SEL skills has been found to be associated with positive outcomes for students. For example, SEL skills have been linked to positive student outcomes, including academic engagement, positive behavioral outcomes, and attachment to school (Zins et al., 2007). Knowledge of SEL skills has also been shown to be a protective factor for at-risk youth, including those from lower socioeconomic status backgrounds (Elias & Haynes, 2008). In a recent meta-analysis on SEL skills, Durlak et al. (2011) found that SEL should be an essential aspect of pre-K–12 education, as students receiving SEL programs have demonstrated gains in social–emotional skills, academic achievement, and improved behavior at school. Schools are well positioned to integrate SEL lessons into their curricula as children benefit from explicit and systematic instruction on these various life skills.
Absence of SEL skills also likely contributes to...