Social & Emotional Learning

Social & Emotional

Learning
Knowledge Translation
Melissa K. Andrews
EPSE 585
University of British Columbia

-Teacher Perceptions & Implementation-

Social & Emotional Learning

What is Social & Emotional

Learning?
When teachers are already experiencing pressure to cover the
curriculum that already exists, why is social and emotional learning
important?

research indicates that well-planned and well-implemented SEL

programming can positively affect a broad range of student social,
health, behavioral, and academic outcomes (CASEL, 2008)
Despite the importance of academics in education, there

2008). This is done through an integration of the

has been an increasing push for integrating social and

following concepts into academics, as well as stand-

emotional learning [SEL] into the classroom. SEL, as

alone lessons: self-awareness, self-management, social

defined by Collaborative for Academic, Social, and

awareness, relationship skills and responsible decision-

Emotional Learning [CASEL], is the process by which

making. Simultaneously, Buchanan et al. (2009) state

individuals acquire knowledge and skills to help navigate

that SEL educators are creating an environment where

through lifes challenges (Buchanan, Gueldner, Tran &

the students can feel cared for, safe and supported. SEL

Merrell, 2009). Research has shown that having a SEL

is an important factor in setting students up for their

educational setting with correctly planned and

future by giving them the skills to be a well-rounded and

implemented programming can help reduce the negative

competent contributor to society, while also having the

behaviors and emotional distresses that can inhibit

academic background necessary to succeed in a

students ability to learn and develop effectively (CASEL,

competitive culture.

Social & Emotional Learning

A key factor to consider, in regards to SEL, is

how teachers feel about it in general and also
towards implementing it within their own
classroom. A study conducted by Buchanan et
al. (2009) showed that, overall, many teachers
feel that SEL is important for helping students
in the school setting (academically, socially,
and emotionally), as well as for preparing
them for life. The study was designed to
determine how much teachers already know
about SEL, how they feel towards it and how
it is practiced within their classroom or school
(Buchanan, 2009). The following information
is a summary of the study results broken up
into six areas of focus.
How much do teachers already know about SEL?
The majority know what social and emotional
learning means

In some circumstances, teachers may already be

including social and emotional learning within their
classroom without realizing it. SEL can be achieved
through stand-alone programs but it can also be a part of
everyday lessons.

Are there any SEL programs being used in the school?

Just over two-thirds of teachers have an SEL

program that they use within their classroom
Over half of the teachers implement the

How Do Teachers
Feel About SEL?

program themselves

As a side note, the success of an SEL program depends

on proper implementation of the program. Meaning

Does it already have a place in the school

system? Do they feel it is necessary and
beneficial to students?

that using a program within your classroom without

following its guidelines or neglecting to complete all

lessons decreases its effectiveness.

Social & Emotional Learning

Do the Pros of Social & Emotional Learning Out-Way the Cons? Can
Teachers Find a Way to Make it Work?
What is their current training?

Overall, how do they feel towards SEL?

Majority reported that they feel SEL is key for

Attended full day or half day in-service programs

school and life success

College course

Most feel SEL skills improve academic results

Participated in a workshop

Many teachers stated that they would be more

On-site coaching

likely to implement an SEL program if they noticed

Previous work experience

changes in students behaviors/academic

Read books on SEL/programs for SEL

performance, received support from their

Watched a video/TV program

administration or other consultation and were

convinced that the SEL concepts are essential for

It is important to note that not all teachers have the

students to learn.

same level of training or have had training in all of the

above formats. Based on the study results, only a small

An SEL program is more effective if it has a competent

percentage of teachers reported feeling content with

administrator; therefore, this study tends to point out the

their current ability to teach an SEL program effectively.

need to help teachers gain confidence in SEL through

proof of successful implementation, as well as by seeing

Do teachers feel SEL implementation is practical?

Over one third stated it was very practical to
allot one class period per week to an SEL
program
The majority didnt want to use 30 minutes of
their prep time to organize the lesson/materials
for an SEL program
It was mentioned that 4 main obstacles also

positive student results.

Are teachers interested in accepting support to provide

proper teaching of SEL programs?
Some teachers reported they would be willing to
receive 1:1 support or coaching
Over half stated they wouldnt mind be observed
while teaching a lesson
The majority informed that they would be

make SEL difficult: time to teach lessons, not

comfortable with receiving feedback about the

enough prep time, lack of resources, and level of

observation

training is lacking

Some teachers stated they would like support

from: a school psychologist, another teacher, a
school counselor, an educational assistant, a
principal/vice-principal, or a university researcher.

Social & Emotional Learning

Teachers Play a Large Role in

Social & Emotional Learning.
How Can This Role Be
Simplified?

schools must
invest the time
and resources
necessary to
implement
programs in a
high-quality
way
-CASEL (2008)

Based on teachers feelings and concerns towards social

and emotional learning, as mentioned in the study by
Buchanan et al. (2009), there are many factors to
consider when implementing SEL into the classroom
and school setting. Since most teachers feel that SEL
should be taught within classrooms and schools, it
raises the question of what is the most effective way of
implementing it to make it easier on teachers? CASEL
(2008) suggests the following areas to focus on for
effective implementation of SEL:

School Leadership Support

Schools with effective learning environments tend to be those that have
strong school leadership through administrators or other school personnel
(i.e., counselors, psychologists, classroom teachers, etc.). If the
administrators in a school make SEL a school wide goal and follow through
with all the steps necessary to make it successful, then this alleviates some
of the barriers for the classroom teacher.

Professional Development
SEL programs that do well are those that include ongoing professional
development for the teachers, as well as the parents or other applicable
community members. By providing updated and prime education in
regards to SEL, it sets up all of the stakeholders to succeed (i.e., teachers,
students, parents, etc.).

Social & Emotional Learning

finding(s) demonstrate that school staff can effectively conduct SEL

programs and schools do not need to hire outside personnel for
effective delivery (CASEL, 2008).
Use Evidence-Based Programs Properly
By using a program as it was designed you increase the
chances of it positively affecting the students. In the
case of necessary adaptations, contact the program
provider directly for assistance so that you do not affect
the programs integrity.

Consider Obstacles and Deal with Issues

Support for Teachers to Integrate Into Core Subject

Areas
As mentioned earlier, SEL can be integrated into the core
subjects, as well as be its own program. To help teachers
make SEL an integral part of their daily routine, it may be
necessary to provide support on how to integrate it into
the other subject areas to create continuity throughout
the day.
Integrate Into Home Life

Some obstacles that teachers are concerned about were

mentioned in the Buchanan et al. study. It is important
to think about these obstacles and any others so that an
effective plan to deal with them can be put in place.
Ignoring them can lead to larger problems that may take
away the value of the SEL program.

SEL does not need to stay in the classroom or school, as

its benefits can be shared in all aspects of a students life.
Therefore, it would be beneficial for teachers to also
teach parents/caregivers about these concepts, as well
as after-school programs. By integrating the SEL into life
outside of school, students are more likely to be
successful with it because it becomes a part of their life
as opposed to a subject taught at school.

SEL programming promotescreating safe and supportive school, family, and

community learning environments in which children feel cared for, respected,
connected to school, and engaged in learning (CASEL, 2008).

Social & Emotional Learning

References

Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2009). Social and emotional
learning in classrooms: A survey of teachers knowledge, perceptions, and practices.
Journal of Applied School Psychology, 25(2), 187-203.

Collaborative for Academic, Social, and Emotional Learning (2008). Social and emotional
learning and student benefits: Implications for Safe Schools/Healthy Students.
Washington, D.C.: National Center for Mental Health Promotion and Youth Violence
Prevention, Education Development Center.

Social & Emotional Learning

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