impacts school climate and reduces behav-
ior issues and bullying” (CASEL, 2013). As
evidenced by the language seen in ESSA,
legislators and policymakers are beginning
to recognize what most teachers have always
known… the importance of non-academic
skills in K-12 curriculum.
U.S. Rep. Tim Ryan, D-Ohio, has noted
that “Social and emotional competencies
aren’t ’soft skills.’ They are the foundation
for all other skills. If we want a tolerant so-
ciety…we need to teach the skills that create
that society – the social and emotional.”
The theory is that prioritizing the cultiva-
tion of SEL skills, such as communication,
collaboration, emotion management, empa-
thy for others, and the ability to resolve con-
flicts, promotes a healthier and more posi-
tive school climate – ultimately resulting in
the development of well-adjusted, caring,
and happy students (and future adults) who
contribute to the “creation of a more tolerant
society.”
Does the research on SEL really have a
practical application in schools?
The short answer: If it didn’t, non-aca-
#LeadershipMatters
demic indicators of school success would not
have appeared in the language of ESSA. The
long answer is more complex.
Events such as those that took place at
Columbine and Sandy Hook serve as tragic
reminders that our students are coming to
school with a variety of issues, including
mental health concerns, the effects of bul-
lying, poverty, homelessness and dysfunc-
tional family dynamics.
As Abraham Maslow taught us, until
one’s basic needs are met, one cannot aspire
to higher-level goals. Before students can
learn, we must address their physical and
social-emotional needs, first and foremost,
in order to create a safe and effective learning
environment and a healthy school culture
and climate.
Proposed legislation borne of the tragedy
of Sandy Hook shines a light on what many
educators and researchers have identified as
the missing link in education – social and
emotional learning. Sen. Richard Blumen-
thal, D-Connecticut, introduced legislation
that proposes $2.3 billion in federal fund-
ing for teacher training in fostering emotion
management skills in students (Education
News, 2015).
Blumenthal and his supporters, backed by
the research, believe a whole-child approach
to education is paramount in reducing nega-
tive factors that contribute to an unhealthy
and unsafe school environment.
According to Marc Brackett, dire ctor of
the Yale Center for Emotional Intelligence
(2016): “The time has come for an Emotion
Revolution in our nation’s education system.
Research shows that emotions drive learn-
ing, decision making, relationships and
mental health. Evidence-based approaches
to social and emotional learning lead to
higher academic performance, greater
teacher effectiveness, and enhanced school
climate.”
Although it seems we have entered into
the acceptance phase of social and emotional
learning and its impact on school climate,
many questions remain surrounding the
implementation of SEL practices and what
they look like in the classroom.
All I really need to know I learned in
kindergarten…
May | June 2017
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