Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation

Abstract

Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed.

Keywords:

• Social and emotional learning (SEL)
• systemic
• school-wide SEL implementation

Acknowledgements

This work was supported by the by the U.S. Department of Education (i3 PRU411C130091). The authors would also like to thank the Einhorn Family Charitable Trust, 1440 Foundation, NoVo Foundation, and Robert Wood Johnson Foundation for their support of CASEL’s efforts to advance SEL research, practice and policy.

Notes

1. In the context of the United Kingdom (UK), schools are organised within Local Authorities (LAs); some of the resources for SEL are allocated to schools through their LA and some resources are given to schools directly.