“The Role of SEL in Improving Literacy Development” is the first in a series of briefs published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) on how social-emotional development and well-being are integral to the teaching and learning of literacy practices.
Reading and writing are among the most fundamental and valuable skills developed in childhood, and among the most important skills associated with academic, postsecondary, and job success. Reading and writing skills are also vital for an active and engaged citizenry. According to research, literacy is connected to civic reasoning and discourse as it requires not only knowledge of history and political systems, but also critical thinking skills, as well as the capacity to empathize with differing perspectives. Research underscores the urgency of children developing a proficiency in reading by the end of third grade. Studies indicate children who are not reading proficiently by the end of third grade are more likely to drop out of high school, remain poor readers through high school, and be involved with the juvenile justice system, among other behavioral and grade retention issues, which lead to negative academic, social, and emotional outcomes.
There is more we can and must do to support literacy development and instruction to ensure student success. In our nation’s classrooms, we tend to see the academic demands of learning as separate and apart from emotions and relationships. However, current research demonstrates that learning environments and instruction that are supportive of students’ social and emotional development and well-being are integral to student literacy development.
Authored by Dr. Carol D. Lee of Northwestern University and Dr. Alessandra E. Ward of Wheaton College, Massachusetts, this introductory brief focuses on the underlying science of how thinking, feeling, and perceptions along multiple dimensions interact to influence what we do as learners:
- This brief draws on the work of scholars in the fields of neuroscience, psychology, human development, learning sciences, literacy, and social and emotional learning (SEL) to provide a grounding framework for understanding the relationship between social-emotional development and literacy development.
- This brief also provides concrete examples of how supporting the five core competencies of SEL - self-awareness, self-management, social awareness, relationship skills, and responsible decision-making - can support students’ literacy development, and vice versa.
- Finally, informed by the civic goals of public education, this brief also documents the relationship between social and emotional learning and literacy development are central to civic reasoning and discourse.
Further briefs in this series will focus on how SEL can support literacy development in the early childhood and elementary grades (i.e., grades Pre-K through five; grades 6-12); examine literacy and SEL curricula, and policy recommendations to support SEL and literacy development.
For more strategies and policy recommendations to support the literacy development of all students, please refer to the May 2024 white paper “Bridging Sciences: an Integrated Approach to Supporting Student Literacy Development” co-authored by Dr. Rob Jagers and Lakeisha Steele of CASEL alongside scholars across disciplines.
