{"id":79086,"date":"2023-12-14T15:10:08","date_gmt":"2023-12-14T21:10:08","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&p=79086"},"modified":"2024-07-30T16:26:37","modified_gmt":"2024-07-30T21:26:37","slug":"2023-social-and-emotional-learning-year-in-review","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/2023-social-and-emotional-learning-year-in-review\/","title":{"rendered":"2023 Social and Emotional Learning Year in Review"},"content":{"rendered":"\n

Reflecting on the past year, the word that springs to mind is impact.<\/em> Despite continued challenges to education, politics, and our collective well-being, 2023 was most notable for the many educators, researchers, policy leaders, parents, and students who made a real impact on the lives of young people. <\/p>\n\n\n\n

Innovations in research and implementation deepened the scope and effectiveness of SEL. The circle of SEL advocates expanded among all who care about the future of youth. And youth and education leaders accelerated SEL efforts and fueled commitment to face the challenges ahead. <\/p>\n\n\n\n

As 2023 comes to a close, let\u2019s reflect upon the year\u2019s most impactful moments and consider how they can light the way for future advances.<\/strong><\/p>\n\n\n\n

Groundbreaking Research Deepened the Evidence Base for Effective SEL Implementation<\/h2>Back to top<\/a>\n\n\n\n

\u201cWe now know more than ever before about SEL, on a massive scale.\u201d \u2013 Dr. Christina Cipriano, director of Yale University\u2019s Education Collaboratory <\/em><\/p>\n\n\n\n

This year, three major reports added to the long-standing evidence base that SEL in school significantly benefits students socially, emotionally, and academically. Dr. Christina Cipriano et al.\u2019s<\/a> assessment of 424 studies from 53 countries found significant improvement in school climate, including feelings of connection and belonging, better relationships, less bullying, and an increased sense of safety. Dr. J. A. Durlak et al.<\/a> offered a review of 12 meta-analyses involving 1 million students to determine the current state of universal, school-based SEL programs, while Dr. Mark Greenberg<\/a> also reviewed findings from 12 independent meta-analyses spanning hundreds of studies of school based SEL programs. <\/p>\n\n\n\n

Local research also highlighted significant benefits. For example, the UChicago Consortium on School Research\u2019s Investing in Adolescents<\/a> found that schools promoting growth in SEL, test scores, and behaviors had a greater impact on student success than schools focusing solely on test scores, and also had positive impacts on students\u2019 long-term trajectories (high school graduation rates, college enrollment).<\/p>\n\n\n\n

At CASEL, we spent the year studying SEL innovations<\/a> and how to build authentic partnerships with schools, families, and communities<\/a>. We also cultivated new research across the field, publishing the first articles in our independent SEL Journal<\/a> and welcoming a new cohort of Weissberg Scholars<\/a>, early career researchers eager to make a difference in SEL.<\/p>\n\n\n\n

Hear more: <\/em>Webinar – The Evidence is Clear: An Update on Research Examining Social and Emotional Learning<\/em><\/a>
Read more: <\/em>Hear From our First Ever Weissberg Scholars<\/em><\/a><\/p>\n\n\n\n

The SEL Community Made Every Day #SELDay <\/h2>Back to top<\/a>\n\n\n\n
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\u201cEvery child deserves a learning environment that is welcoming and enriching. By showing students how to develop their empathy skills, express themselves, and respect others, social and emotional learning can help students achieve academic success, build strong relationships, and prepare for a lifetime of success.\u201d\u2014U.S. Senator Susan Collins (R-ME)<\/em><\/p>\n\n\n\n

Building upon the success of International SEL Day<\/a>, we launched the first-ever National SEL Week, which was introduced by Senator Susan Collins (R-Maine) and Senator Dick Durbin (D-Illinois) in a bipartisan resolution<\/a> in the U.S. Senate. SEL Week also kicked off the SEL Superpowers Unite! campaign<\/a>, launched by the Leading with SEL<\/a> coalition to spread awareness and uplifting stories of SEL. Across the nation, the excitement has translated into deeper implementation of SEL, as evidenced by the 129 district leaders this year in CASEL\u2019s SEL Fellows<\/a>.\u00a0<\/p>\n\n\n\n

Outside of the U.S., the global priority for SEL<\/a> continues to expand, and we\u2019ve seen a significant increase this year in international attention to CASEL\u2019s framework and resources. SEL champions from 36 countries (and 47 U.S. states) also joined CASEL\u2019s largest SEL Exchange<\/em><\/a> <\/em>yet, which brought more than 1,700 people together to deepen our shared learning around SEL. <\/p>\n\n\n\n

Read more: <\/em>Highlights from the First National SEL Week<\/em><\/a><\/p>\n\n\n\n

Students, Families, and Community Members Called for SEL\u2014Not Politics\u2014in Schools<\/h2>Back to top<\/a>\n\n\n\n

\u201cI can\u2019t emphasize enough how helpful social and emotional learning is for American families \u2026 We desperately need more social and emotional learning, not less.\u201d<\/em>\u2014<\/em>Keri Rodrigues, president of the National Parents Union <\/em><\/p>\n\n\n\n

Across the nation, young people, parents, educators, and community members called for a deeper focus on SEL<\/a> in schools and rejected political attempts to ban SEL. From students in Michigan<\/a> <\/em>to teachers in Utah<\/a> <\/em>and business leaders in Missouri<\/a>, <\/em>we heard loud and clear about the importance of this work.<\/p>\n\n\n\n

As one student said, \u201cThe best lesson SEL has taught me<\/a> is simple! It\u2019s just being honest with myself and others because I would rather work to be the best version of myself instead of becoming something I\u2019m not.\u201d Another spoke about how SEL supported him<\/a> as he learned to thrive in school as a student with disabilities.\u00a0\u00a0<\/p>\n\n\n\n

While political challenges continue, the vast majority of families and communities don\u2019t want to play politics with children\u2019s education and well-being. \u201cWe must stop harming our children to score political points,\u201d said a former Georgia county Republican chairman<\/a>. \u201cAll rational Americans believe that our precious children should be both safe and happy. That is the obvious purpose of SEL, and we should all endorse that aim and advocate for adding SEL to our schools.\u201d
<\/p>\n\n\n\n

Read more: <\/em>The Right Is Attacking Social Emotional Learning. What Exactly Is It?<\/em><\/a><\/p>\n\n\n\n

Adult SEL Came to the Fore as a Powerful Means to Improve Teacher Well-Being and Retention <\/h2>Back to top<\/a>\n\n\n\n

\u201cTeachers\u2019 perceived social and emotional competence at the beginning of the semester is linked with their well-being at the end of the semester, and it has an inverse relationship with quitting intentions. \u2026 Flourishing teachers support flourishing students and flourishing schools.\u201d \u2014 Dr. Rebecca Collie<\/em><\/p>\n\n\n\n

As concerns about teacher retention<\/a> and well-being grew, we saw the importance of SEL in helping to create the kind of supportive environments where both adults and students can thrive.<\/p>\n\n\n\n

At CASEL, adult SEL took center stage this year through our yearlong learning agenda and the SEL Exchange<\/em>, where leading researchers shared the latest insights<\/a> on supporting teachers\u2019 personal and professional growth. More than a decade of learning alongside district partners also led to our updated guidance on adult SEL<\/a> to prioritize community <\/em>care\u2014not just self-care\u2014as well as connection and space for adult learning. In our research-practice partnerships, we also explored the role of collaborative vision-building and inclusive power-sharing in educator retention and engagement. <\/p>\n\n\n\n

Hear more: <\/em>CASEL\u2019s 4-part webinar series, \u201cLeaders as Learners: Cultivating the Community\u201d<\/em><\/a>
Read more: <\/em>\u201cWhat We Learned from Focusing on Adult SEL\u201d<\/em><\/a><\/p>\n\n\n\n

States and Districts Prioritized SEL in Continuing Recovery Efforts <\/h2>Back to top<\/a>\n\n\n\n

\u201cSEL isn\u2019t just good for students and their development. It\u2019s also a tool to help schools foster equitable and nondiscriminatory school environments and, in the process, comply with civil rights laws.\u201d\u2014<\/em>Dr. Robert Kim<\/em><\/a><\/p>\n\n\n\n

With a focus on academic recovery and student well-being, states and districts continued leveraging pandemic recovery dollars to prioritize SEL as part of the solution. For example, Delaware used funds to extend the state\u2019s Social, Emotional and Behavioral Wellbeing Plan (SEBW) that provides support to educators, school teams, and district-level teams on SEL. Meanwhile, Georgia administered grants to community organizations that provide evidence-based support for students\u2019 learning, connectedness, and well-being.  <\/p>\n\n\n\n

At the local level, districts in our Community Network Partners shared how they\u2019re using funds to invest in SEL coaching and staffing, professional learning, evidence-based programs, and additional SEL support. Other district leaders<\/a> also adjusted recovery plans this year in response to educators and families calling for more focus on the social and emotional needs of students. <\/p>\n\n\n\n

As spending deadlines loom for pandemic relief dollars, CASEL and many of our collaborators<\/a> are examining how to sustain support for SEL\u2014for example, by leveraging formula-funded ESEA programs to promote family engagement to support students\u2019 academic, social, and emotional learning<\/a>.\u00a0\u00a0\u00a0
<\/p>\n\n\n\n

Read more: <\/em>State Bright Spots: SEL and the American Rescue Plan Act<\/em><\/a><\/p>\n\n\n\n

The Ongoing Student Mental Health Crisis Foregrounded the Need for SEL<\/h2>Back to top<\/a>\n\n\n\n
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\u201cWhen schools closed, students\u2019 relationships were disrupted, as were their opportunities to participate in activities \u2013 both in the classroom and beyond \u2013 that build teamwork, resilience, and other aspects of SEL. The pandemic\u2019s impacts on mental health and on SEL are distinct but related, and it is critical that our recovery efforts address both.\u201d \u2014<\/em>Student Mental Health and Well-Being: A Review of Evidence and Emerging Solutions<\/em><\/a><\/p>\n\n\n\n

In 2023, we continued to grapple with the youth mental health crisis, with Surgeon General Vivek Murthy<\/a> sounding the alarm in a report on loneliness and isolation. Teachers agreed, saying the current state of mental health negatively impacts classroom management and students\u2019 learning. Given these concerns, teachers want more SEL<\/a> and improvements to the SEL their schools currently offer.<\/p>\n\n\n\n

CASEL, in partnership with the National Center for School Mental Health (NCSMH), has been working with districts and schools in eight states and the Bureau of Indian Education to explore how SEL can promote well-being for adults and students as part of a comprehensive approach to mental health in schools. As part of the effort, youth leaders from each state are developing projects to promote wellbeing in their schools, including starting wellness clubs and SEL campaigns. <\/p>\n\n\n\n

Read more: <\/em>Tackling the Youth Mental Health Crisis Head-On<\/em><\/a><\/p>\n\n\n\n

Technology Raised New Opportunities and Challenges for Education\u2014and for SEL<\/h2>Back to top<\/a>\n\n\n\n
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\u201cImagine the potential that schools may unlock by empowering students to drive the conversation around using AI to support their academic, social, and emotional growth. It just may turn out to be truly transformational.\u201d\u2014<\/em>Margot Toppen<\/em><\/a><\/p>\n\n\n\n

2023 saw the emergence of an urgent discussion about the use of generative artificial intelligence, or AI, in education. AI offers new solutions for improving efficiency and individualization, but it also raises concerns that students will miss opportunities to develop human relationships and their social and emotional skills.  <\/p>\n\n\n\n

CASEL and many partners explored the \u201cAI question\u201d from a variety of angles this year. Dr. Aaliyah A. Samuel joined Stan Litow to assess how SEL could give students a competitive edge over AI<\/a> in the workplace, while Margot Toppen asked if there is a way to combine AI and SEL<\/a> to support student mental well-being. SEL Exchange <\/em>panelists Dr. Kristal Ayre and Dr. Christina Gardner-McCune urged a spirit of exploration about what AI can offer students and teachers, advising about how we frame AI in education practices and policy. As technologies advance, we\u2019ll continue examining how we might harness the power of AI to foster inclusive classrooms and strengthen our humanity.\u00a0<\/p>\n\n\n\n

Read more: <\/em>Artificial Intelligence and Social-Emotional Learning Are on a Collision Course<\/em><\/a><\/p>\n\n\n\n

Write for Us<\/strong><\/h2>Back to top<\/a>\n\n\n\n

Are you interested in writing for CASEL\u2019s blog, Constellations<\/em>? Learn more<\/a> about what we\u2019re looking for and how to pitch your idea!<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Reflecting on the past year, the word that springs to mind is impact. Despite continued challenges to education, politics, and our collective well-being, 2023 was most notable for the many educators, researchers, policy leaders, parents, and students who made a real impact on the lives of young people.  Innovations in research and implementation deepened the […]<\/p>\n","protected":false},"author":30141,"featured_media":75725,"comment_status":"open","ping_status":"closed","template":"","theme":[203],"class_list":["post-79086","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-water-cooler"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/79086","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/30141"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=79086"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/75725"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=79086"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=79086"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}