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| SEL | |
|---|---|
| Name | SEL |
| Focus | Social and emotional learning |
SEL
Social and emotional learning (SEL) is an approach to learning that integrates interpersonal skills, intrapersonal awareness, and emotional regulation into formal and informal settings. Originating from interdisciplinary research in psychology, neuroscience, and pedagogy, SEL frameworks are applied across schools, community organizations, and policy initiatives to promote well-being, academic engagement, and workforce readiness. Major proponents include practitioners from Collaborative for Academic, Social, and Emotional Learning, researchers affiliated with Harvard Graduate School of Education, and policymakers connected to U.S. Department of Education initiatives.
SEL encompasses competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making as articulated by Collaborative for Academic, Social, and Emotional Learning, Elliot W. Eisner-influenced curriculum designers, and frameworks promoted by World Health Organization programs. Practitioners implement SEL in contexts shaped by standards from Common Core State Standards Initiative, guidance from American Psychological Association, and funding models from agencies like Institute of Education Sciences. International adaptations reference guidance from UNICEF and programs evaluated by Organisation for Economic Co-operation and Development.
Foundational research traces to developmental theorists such as Jean Piaget, Lev Vygotsky, and Erik Erikson and to applied interventions developed at institutions including University of Chicago and Yale University. Landmark initiatives include the rise of competency-based models in the 1990s led by Collaborative for Academic, Social, and Emotional Learning and randomized trials coordinated by teams at University of Pennsylvania and Pennsylvania State University. Policy milestones involved reports from Institute of Medicine (US) and pilot programs funded by Carnegie Corporation of New York and Bill & Melinda Gates Foundation.
Widely cited frameworks include those promulgated by Collaborative for Academic, Social, and Emotional Learning, adaptations from International Baccalaureate learner profiles, and competency maps used by Common Core State Standards Initiative-aligned districts. Competency taxonomies draw on work by Daniel Goleman on emotional intelligence and measurement models advanced at Harvard University and Columbia University Teachers College. Implementation guides produced by RAND Corporation and curriculum materials from Jossey-Bass-affiliated authors operationalize competencies into lesson sequences.
School-based implementations occur in districts partnering with organizations such as Chicago Public Schools, New York City Department of Education, and charter networks like KIPP. Programs integrate into classroom practice via curricula developed by Second Step creators, training from Teach For America-partnered providers, and whole-school models used in Boston Public Schools. Professional development often involves collaborations between local education agencies and research centers at Stanford University or University of Michigan.
Assessment approaches include performance tasks, teacher-report measures, and student self-report surveys evaluated in meta-analyses by American Institutes for Research and psychometric work at Educational Testing Service. Large-scale studies use instruments aligned with frameworks from Collaborative for Academic, Social, and Emotional Learning and validation efforts by RAND Corporation and National Academy of Sciences panels. Implementation fidelity and measurement invariance issues are topics in conferences hosted by American Educational Research Association.
Meta-analyses from researchers associated with Harvard Graduate School of Education and University of Illinois Urbana-Champaign report associations between SEL programs and improved academic performance, decreased behavioral problems, and enhanced mental health outcomes. Longitudinal studies by teams at Duke University and Vanderbilt University examine links to college enrollment, employment trajectories, and civic engagement. Cost-benefit analyses have been conducted by economists at Brookings Institution and RAND Corporation.
Critiques come from scholars at institutions such as Hoover Institution and commentators in outlets like The Atlantic and Education Week, highlighting concerns about program efficacy, cultural relevance, and privacy related to student data collected by vendors including Panorama Education. Debates involve legal questions referenced in litigation linked to U.S. Supreme Court precedents and policy disputes involving state education boards in Texas and Florida. Methodological criticisms cite replication challenges noted by researchers at Johns Hopkins University and calls for clearer causal inference from teams at Brookings Institution.
Category:Educational programs