Equity-based social emotional learning (SEL): A critical lens for moving forward

Abstract

Research has shown that implementing social emotional learning (SEL) programs in preK-12 classrooms can be fruitful. A meta-analysis concluded that such programs have improved not only social and emotional skills, but also “attitudes, behavior, and academic performance” (Durlak et al., 2011, p. 405), and positive effects have since been traced into adulthood (Taylor, Oberle, Durlak, & Weissberg, 2017). Many states have adopted standards for SEL and schools are already implementing various programs to promote SEL. In fact, as I, Ellis, write this, I cannot help but think of how my own state of Illinois made groundbreaking work by adopting SEL standards. The Illinois State Board of Education rolled out the standards in a graduated method, where each standard includes five benchmark levels that detail student knowledge and performance for early elementary (grades K 3), late elementary (grades 4–5), middle school (grades 6–8), early high school (grades 9–10), and late high school (grades 11–12). Our SEL standards prioritize three goals: