Main conclusions:
A national survey of educators and principals shows a record number of K-12 schools reporting implementation of social and emotional learning (SEL), according to new research from CASEL and RAND.
In the 2023-2024 school year, 83% of principals reported that their schools used an SEL curriculum. This number marks a steady increase from 76 percent for the 2021-22 school year and 46 percent for the 2017-2018 school year.
Data from Social and emotional learning in American schools: Results from CASEL’s national policy analysis and surveys by the American Teacher Panel and the American School Leader Panel show that 49 states and the District of Columbia have at least one supportive policy or requirement that actively promotes SEL in schools. Educators working in states with more favorable SEL policies and conditions said they were more likely to report SEL implementation in their own schools.
“These results show that educators and leaders across the country are prioritizing ESE as a critical part of long-term school recovery and are not deterred by funding changes or political divisions,” said Dr. Alexandra Skoog-Hoffman, CASEL Senior Director of Research and Learning. “At a time when the country is facing teacher shortages, safety concerns, and a school attendance crisis, this data suggests that the focus on SEL is having an impact. Our data reinforces decades of evidence that shows SEL can contribute to a more positive school climate and increase students’ interest in learning, while supporting educators themselves.
School leaders’ investment in SEL also has a positive impact on teachers. Data from the report shows that although educators cite funding and lack of support as consistent barriers, greater investment in SEL correlates with teachers feeling like they have the time, professional learning, and support of community to implement SEL strategies that benefit student learning.
The report also identifies specific state and local policy solutions to ensure educators and school leaders have the support they need to do their jobs effectively for their students. State policies have a significant impact on the success of SEL initiatives. In states with supportive SEL policies, such as standalone K-12 SEL standards and integration of SEL in academic content areas, schools report fewer barriers to implementation, a more great community support and greater professional learning opportunities for educators.
Based on these latest findings and existing evidence, CASEL calls on policymakers at all levels to make SEL a central part of the educational experience for all students.
For more than a decade, CASEL has partnered with districts across the country to study and scale high-quality SEL. The SEL Fellows Academy is an opportunity to help more leaders address the social and emotional development of their students and educators and develop high-quality practices in their districts across the country.
