A Systematic Review of State-Level Social–Emotional Learning Standards: Implications for Practice and Research

Abstract

Social–emotional learning (SEL) programs and practices have garnered increased interest over recent years, primarily in response to a preponderance of research regarding universal, targeted, and intensive SEL programs. Along with this interest have come repeated calls for the adoption of standards for SEL at the state level. A systematic review was conducted to examine existing preschool and kindergarten through 12th grade SEL standards across all 50 states within the United States and the District of Columbia. This review included an examination of freestanding SEL standards, as well as those embedded within health, physical education, and/or counseling standards. Coded variables of interest included the specification of age- or grade-related categories (e.g., birth to age 3, grades K–2) and standards alignment with the five Collaborative for Academic, Social, and Emotional Learning (CASEL) core competencies (i.e., self-awareness, self-management, social awareness, relationship skills, and responsible decision making). Results demonstrated every state has freestanding preschool SEL standards; however, only 11 states have freestanding SEL standards at the K–12 level. SEL standards were much more prevalent within health education standards across K–12 settings. Implications for practice and research are discussed in relation to the development and appropriateness of age- and grade-level SEL standards.

Keywords:

• social–emotional learning
• character education
• state standards
• health standards

Additional information

Notes on contributors

Katie Eklund

Katie Eklund, PhD, is an assistant professor of school psychology in the Educational Psychology Department at the University of Wisconsin–Madison. She is a nationally certified school psychologist and licensed psychologist. Dr. Eklund's research on school mental health includes universal screening and early intervention for mental health risk, advocacy and policy promotion of school psychologists as mental health providers, and school climate and student safety.

Kayla D. Kilpatrick

Kayla D. Kilpatrick, MA, is a doctoral candidate in school psychology at the University of Missouri. Her research interests center on school mental health, including embedding evidence-based social–emotional interventions into the school setting along with supporting schools in implementation using a tiered service delivery model.

Stephen P. Kilgus

Stephen P. Kilgus, PhD, is an associate professor of school psychology in the Educational Psychology Department at the University of Wisconsin–Madison. His primary research interests pertain to social–emotional and behavioral assessment and intervention. Of particular interest is the validation of universal screening and problem analysis tools, as well as the development of Tier 2 interventions. Dr. Kilgus currently serves as an associate editor for the Journal of School Psychology. He received the Lightner Witmer Award for early career scholarship from Division 16 of the American Psychological Association.

Aqdas Haider

Aqdas Haider, EdS, is a doctoral student in the school psychology program at the University of Missouri–Columbia. She is also pursuing a graduate certificate in applied behavior analysis. Her research interests include functional analyses to identify the function of challenging behaviors as well as individual and classroom-based interventions to improve student behavior and academic outcomes.