- States have worked with multiple stakeholders to create visions and strategic plans to guide their work in SEL. Districts have said the most important step states can take is to communicate the importance of SEL as an educational priority.
Feel free to download, customize, and use with attribution, e.g., “Developed by Collaborative for Academic, Social, and Emotional Learning and used with permission.”
Recommended Process Tool for Developing State Guidelines and Practices to Support SEL
Many states have used this tool to help craft their SEL vision and strategic plan. Districts says that communicating the importance of SEL is the most useful action states can take.
Emerging Insights from States’ Efforts to Strengthen SEL
This June 2018 report shares lessons learned in the first two years of working with states.
Links to Other Resources
Frameworks & Competencies
Vision & Communications
Policy & Funding
Culture & Climate
District Recommendations for How States Can Support SEL
This brief is based on numerous conversations with district leaders, as well as consultations with states. Useful in gaining insights into which aspects of communicating about SEL should be a priority.
CASEL’s District Resource Center provides numerous resources related to communications about SEL, including development of a comprehensive district communications plan. More here.
Social and Emotional Learning: Feedback and Communications Insights from the Field
Market researchers explore the linguistic landscape of the many terms used to describe nonacademic skills, including SEL. This resource is useful in exploring the numerous terms and concepts related to SEL.
Social, Emotional, and Academic Development (SEAD) Fact Sheet
A two-page overview of “fast facts” about SEL from the Naitonal Commission on Social, Emotional, and Academic Development. Useful in communicating about SEL to audiences unfamiliar with what it is.
Many states have developed processes and recommendations for communicating a vision for SEL in their approach to defining SEL competencies/guidelines. See our Frameworks/Competencies/Standards page for examples.
California’s Social and Emotional Learning Guiding Principles
This document builds on the implicit and explicit SEL practices already happening in many schools to promote the intentional use of evidence- and research-based practices to guide decision-making about SEL. It can help to empower local stakeholders to continue to advance SEL in ways that meet the needs of their specific contexts and populations.