With generous support from the Stone Foundation we have been able explore the role of SEL in supporting academic learning across reading and math disciplines. This blog series showcases new data analysis and findings using a diverse set of sources to draw connections between SEL policies, SEL implementation, and academic outcomes. Consistent with a growing body of research, the message is clear: Students need social and emotional skills to drive learning in reading and math. States, districts, and schools need to engage in coordinated efforts in order create the conditions for high quality implementation of SEL in academic settings.
New Data: Academic Performance and Social & Emotional Learning
When social and emotional learning (SEL) is thoughtfully integrated into academic instruction, it can transform students’ everyday learning experiences, positively impacting their academic success in addition to their social and emotional development. The first blog in this series shows that academic integration is related to third-grade reading proficiency.
Want to Improve Students’ Reading? Make it Easier for Teachers to Integrate SEL
A large majority of principals report substantial challenges in ensuring that teachers get training in social and emotional learning (SEL). These findings affirm the importance of teacher support for SEL implementation to bolster student outcomes.
Adding It Up: The Impact of Supportive SEL Policies and Conditions on Math Proficiency
Connecting policies to implementation and outcomes is essential for deepening understanding of the levers of change in education. In the third blog in our academic integration series we show how supportive policies for SEL are associated with higher math proficiency in 8th grade.
Integration of SEL into Academics: Creating the Conditions for Success
Academic integration of SEL—whether in core content area classrooms or through state-level policies—is related to student success in reading and math. Access findings from recent meta-analyses and data dashboards.