RUNNING HEAD: TREND ANALYSIS OF SOCIAL EMOTIONAL LEARNING

TREND ANALYSIS OF SOCIAL EMOTIONAL LEARNING

AMY CRAWFORD

PURDUE UNIVERSITY

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RUNNING HEAD: TREND ANALYSIS OF SOCIAL EMOTIONAL LEARNING

As the world is becoming more digitally connected and faster paced, education systems need to

prepare students for their future, rather than our past. Companies are saying students need to graduate

with more than just technical and academic skills. (OECD, p. 3). Skills that allow for sharing of ideas,

courage to try new things, perseverance and leadership need to develop alongside traditional school

skills. A faster paced world, and a move toward more urban environments have caused changes in the

traditional social network, and people have to respond to differing ways of developing trust,

cooperation and compassion. People also have to respond quickly and flexibly in the pace of society

today. The number of students coming to school without developed social skills is leading to aggressive

and disruptive behavior. For some students, unless their school makes SEL a priority, these skills will not

be developed. (OECD, p. 5)

Over the last several years, many schools have debated the benefits of including social and

emotional learning (SEL) skills in their curriculum. This debate comes about in part because of the plea

from industry for graduates to have the skills, but also to reduce aggression and conduct problems seen

in schools. According to Klingbell, et al, in an article in the Journal of School Psychology, schools are

following the lead of mindfulness based interventions (MBI) used in clinical settings over the last 40

years. Schools are incorporating curriculums such as Mind Up, 4Rs (Reading, Writing, Respect and

Resolution), Mindful Yoga, My Mind and Learning to BREATHE. (p. 80) The inclusion of these types of

curriculum create safe and caring learning environments and provide teacher training. (Portnow,

Downer & Brown, p. 39) Additionally, curriculum companies that create literacy materials are also

beginning to include SEL components in their newest textbook series.

A recent study by Portnow, Downer and Brown analyzed over 200 SEL programs. Their research

showed that students who participated in universal, school-based programs demonstrated improved

social emotional skills, attitudes and behavior than those who didn’t. (2018, p. 39) Researchers believe

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RUNNING HEAD: TREND ANALYSIS OF SOCIAL EMOTIONAL LEARNING

that some combination of students, teacher and classroom environment produced the results, but

empirical research can’t definitively show the specific relationship needed.

According to their website, the Collaborative for Academic, Social, and Emotional Learning (CASEL)

created core competencies for SEL as early as 2003. These competencies; self-awareness, self-

management, social awareness, relationship skills and responsible decision-making, are being

implemented in many states. In 2016, CASEL launched the Collaborating States Initiative (CSI). The

spread of this initiative was rapid, including 19 states by May of 2017, and 25 by February of 2018. The

initiative is currently serving 11,500 districts, 58,000 schools and 30 million students. All 50 states have

preschool SEL competencies with 11 of them extending into early elementary, while 14 states have K-12

competencies. (CASEL.org).

The trend toward teaching SEL in schools serves to provide students with necessary skills beyond

academic knowledge and traditionally taught skills. The responsiveness of schools and districts to

helping to solve the problem of aggressive behavior, and is helping students develop the ability to self-

regulate in new and different environments. As we continue to see a decline in the social and emotional

skills development of students entering our schools, I would predict that the number of schools that

include SEL as a part of their curriculum would increase, and I would further predict that more states will

expand the SEL competencies into K-12 education.

References:

Brotto, Giancarlo. (2018). The future of education depends on social-emotional learning: Here’s why.
Retrieved from https://www.edsurge.com/news/2018.06-04-the-future-of-education-depends-
on-social-emotional-learning-here-s-why

Klingbell, D., Renshaw, T., Willenbrink, J., Copek, R., Chan, K., Haddock, A., … (2017). Mindfulness-based
interventions with youth: A comprehensive meta-analysis of group-design studies. Journal of School
Psychology, (63). 77-103. https://doi.org/10.1016/j.jsp2017.03.006

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No author. (2017). Promoting positive youth development through school-based social and emotional
learning interventions: A meta-analysis of follow-up effects. Retrieved from www.casel.org

No author. (2016). Social and emotional skills, well-being, connectedness and success. Retrieved from
http://www.oecd.org/education/school/UPDATED%20Social%20and%20Emotional%20Skills%20-
%20Well-being,%20connectedness%20and%20success.pdf%20(website).pdf

Portnow, S., Downer J., & Brown, J. (2018). Reductions in aggressive behavior within the context
of a universal, social emotional learning program: Classroom- and student-level mechanisms.
Journal of Psychology, 68. pp 38-52. Retrieved from https://doi.org/10.16/j.jsp2017.12.004