CASEL’s Collaborating States Initiative (CSI), launched in 2016, works with states and school districts to help develop goals, guidelines, and programs that promote social and emotional learning (SEL) statewide. Over time the participating state education leaders have developed a wide variety of materials and resources to promote SEL in their states. Sharing resources and building a nationwide learning community of state educational leaders is central to the CSI. All the states represented in these pages have given their permission to share their information and resources with the broader education community. On these pages we provide links to numerous resources in eight categories that the collaborating states have identified as high priority for effective state leadership for SEL.
- As part of their participation in the CSI, states are asked to develop customized SEL plans and activities based on each state’s unique context. Some states are developing guidelines or professional learning to support student SEL. Others are articulating learning goals for student SEL. Some are strategically integrating SEL into existing programs and priorities, including academics. Still others are using a combination of these strategies. All are committed to creating statewide conditions where educators are effectively equipped and encouraged to support their students’ social and emotional development.
Resources by Category
Frameworks. SEL frameworks help to organize and define SEL in schools, districts, and states. Although the best SEL frameworks are inclusive and adaptable, frameworks provide structure for the systematic implementation of SEL.
Learning Goals. The CSI recommends that states articulate what students should know and be able to do with regard to SEL (across all five core competencies of SEL), including developmental benchmarks or indicators.
Integration/Alignment. Educational goals for SEL should be integrated and aligned with academic standards.
Teacher Practices. The CSI recommends that state working groups provide guidance for teachers regarding evidence-based approaches and teacher practices designed to support students’ social and emotional development.
School Climate. State working groups should include guidelines on how educators can be intentional about creating a positive learning environment.
Culture/Language. The state working groups should provide guidance to ensure that learning goals, teaching practices, and approaches are culturally and linguistically appropriate and engaging for all students.
Implementation. There are three parts to successful implementation: (1) evidence-based programs as well as broader guidance on SEL implementation to ensure that teachers have effective strategies and activities to support student SEL, (2) assessment tools that allow teachers to effectively monitor their students’ progress, and (3) professional development strategies to ensure that teachers are equipped to successfully implement SEL.
Funding/Support. Developing strategies to provide long-term funding and support for SEL implementation is critically important in order to make statewide SEL viable and sustainable.
A June 2018 report shares lessons learned to date. More
Process Tools for States
Teaching Integration Resources