A national survey of educators and principals shows a record number of K-12 schools reporting social and emotional learning (SEL) implementation. By the 2023-24 school year, 83 percent of school principals reported that their schools used an SEL curriculum. That number marks a steady increase from 76 percent in the 2021-22 school year and 46 percent in the 2017-2018 school year.
Furthermore, data from the CASEL and RAND report, Social and Emotional Learning in U.S. Schools: Findings from CASEL’s Nationwide Policy Scan and the American Teacher Panel and American School Leader Panel Surveys, show that 49 states and the District of Columbia have at least one supportive policy or condition that actively promotes SEL in schools. Educators working in states with more supportive SEL policies and conditions said that they are more likely to report SEL implementation in their own schools.
“These findings show that educators and leaders nationwide are prioritizing SEL as a critical part of long-term academic recovery, and are undeterred by funding shifts or political divides,” said Dr. Alexandra Skoog-Hoffman, CASEL Senior Director of Research & Learning. “At a time when the nation faces teacher shortages, safety concerns, and attendance crisis, these data suggest that the focus on SEL is making an impact. Our data reinforces decades of evidence that show SEL can contribute to more positive school climates and increase student interest in learning, while supporting educators themselves.”
School leaders’ investment in SEL also has a positive impact on teachers. Report data show that while educators cite funding and lack of support as consistent barriers, greater investment in SEL correlates with teachers feeling like they have the time, professional learning, and community support to implement SEL strategies that benefit students’ learning.
The report also identifies specific state and local policy solutions to ensure educators and school leaders have the support to do their jobs effectively for their students. State policies have an outsized impact on the success of SEL initiatives. In states with supportive SEL policies – such as standalone K-12 SEL standards and integration of SEL into academic content areas – schools report fewer barriers to implementation, more community support, and greater professional learning opportunities for educators.
Based on these latest findings and existing evidence, CASEL calls on policymakers at every level to make SEL a central part of the educational experience for all students.
For more than a decade, CASEL has partnered with districts nationwide to study and scale high-quality SEL. The SEL Fellows Academy is an opportunity to support more leaders in addressing the social and emotional development of their students and educators and scale high-quality practice in their districts across the country.
