Academic Disciplines, Literacy, and SEL: A New Brief

Key Points

• As the nation’s schools experience a continued decline in reading performance, the pedagogy of literacy becomes increasingly important. 
• In middle and high school, students’ literacy requirements become much more specialized as they begin to master more advanced study in academic disciplines such as history, science, and mathematics. 
• A new brief from CASEL explores what literacy means in the various academic disciplines students encounter in adolescence and how social and emotional learning (SEL) supports their capacity to become literate in these disciplines.

So opens the latest CASEL brief, Literacy Across Academic Disciplines in Adolescence: The Integration of Social and Emotional Learning, by Carol D. Lee, Ph.D., Edwina S. Tarry Professor of Education and Social Policy at Northwestern University. The brief explores what literacy means in the various academic disciplines students encounter and how social and emotional learning (SEL) supports their capacity to become literate in these disciplines. 

We invited CASEL’s Director of Policy, Asher Miller, to provide some context for the brief in terms of the importance of literacy to education policy and CASEL’s other work.

What does “literacy across academic disciplines” mean?

Miller: A common definition of literacy is the ability to read, write, speak, and listen in a way that lets us communicate effectively and make sense of the world (National Literacy Trust). When we talk about disciplinary literacy, we are referring to the kinds of specialized language and concepts that one must master to be “fluent” in specific academic fields such as math, science, history, and literature.

Why is the topic of literacy so important right now? 

Miller: Students’ ability to read and write is, and always has been, foundational to their ability to succeed in school and life. Unfortunately, recent National Assessment of Educational Progress results (“the nation’s report card”) demonstrate a continued decline in reading performance for more students, highlighting the urgency of this issue. As just one example, about 40 percent of fourth graders are below the NAEP Basic level in reading, the largest percentage since 2002.

These declines have brought discussions about how best to teach reading to the forefront of education policy debates. Too often missing from these conversations, however, is an understanding and recognition of the crucial role that SEL has to play in supporting students’ literacy development.

How does this brief connect to CASEL’s past work on literacy?

Miller: This brief builds directly on CASEL’S past work exploring the intersection of social and emotional learning (SEL) and literacy development. Our research in collaboration with scholars in the field has shown that social and emotional skills—such as self-regulation, persistence, collaboration, and perspective-taking—support students’ ability to engage meaningfully with reading and writing tasks from Pre-K–12. 

For example, SEL skills help young learners focus attention, regulate emotions, and navigate classroom discussions, which in turn enhances comprehension, vocabulary acquisition, and overall engagement with texts. Our previous publications have shown how SEL supports literacy by creating supportive learning environments and strengthening motivation and agency, as well as outlining the need to integrate fields including human development, learning sciences, and neurosciences. 

This new brief extends that foundation by focusing specifically on disciplinary literacies, offering a framework for how SEL and content-area literacy development work together to deepen students’ cognitive, social, and emotional growth.

How does this brief contribute to current discussions about education policy?

Miller: By situating literacy within the broader context of SEL, Dr. Lee’s brief adds a critical dimension to contemporary education policy debates. The brief emphasizes that improving reading and writing outcomes is not solely a matter of instructional techniques or curriculum selection. Students’ social, emotional, and cognitive development are integral to literacy success across content areas. 

Policymakers and education leaders can use the brief to support evidence-based strategies that address both literacy and SEL, informing decisions about curriculum design, teacher professional development, and resource allocation.

Related Posts

• What Policies and Conditions Support SEL and Academic Integration?
• What Does the Research Say About SEL and Academic Integration?
• 2024 SEL Exchange Sneak Peek: Powerful Ways to Integrate SEL With Academics

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