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

TLDR

Social and emotional learning (SEL) is a fundamental part of education, and integrating high‑quality SEL programming into everyday classroom and school practices has become a primary goal for many educators over the past decade. The article reviews the current state of SEL research and practice in the United States and argues for a systemic, school‑wide approach that extends beyond the classroom. The authors present CASEL’s Theory of Action as a blueprint for systemic SEL implementation and discuss potential challenges and barriers to school‑wide adoption. They argue that school‑wide SEL maximizes benefits by serving as an organizing framework that fosters students’ potential as scholars, community members, and citizens.

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.