Key findings:
A recent national survey conducted among educators and principals has revealed a significant increase in the implementation of social and emotional learning (SEL) in K-12 schools, according to a new research study from CASEL and RAND.
By the 2023-24 school year, 83 percent of school principals reported that their schools were using an SEL curriculum. This marks a notable rise from 76 percent in the 2021-22 school year and 46 percent in the 2017-2018 school year.
Data from the study titled “Social and Emotional Learning in U.S. Schools: Findings from CASEL’s Nationwide Policy Scan and the American Teacher Panel and American School Leader Panel Surveys” indicate that 49 states and the District of Columbia have implemented at least one supportive policy or condition that actively promotes SEL in schools. Educators in states with more supportive SEL policies and conditions are more likely to report successful SEL implementation in their own schools.
Dr. Alexandra Skoog-Hoffman, CASEL Senior Director of Research & Learning, commented on the findings, stating, “These results demonstrate that educators and leaders across the country are recognizing the importance of SEL as a crucial component of long-term academic recovery, despite challenges such as funding shifts or political differences. The data reinforces the wealth of evidence showing that SEL can contribute to creating more positive school environments, increasing student engagement in learning, and supporting educators themselves.”
Investing in SEL has also been shown to have a positive impact on teachers. The report highlights that while educators often face challenges such as funding shortages and lack of support, increased investment in SEL leads to teachers feeling more equipped with the time, professional development opportunities, and community backing to implement SEL strategies that benefit student learning.
The report also outlines specific state and local policy recommendations to ensure that educators and school leaders receive the necessary support to effectively carry out their roles for the benefit of their students. State policies play a significant role in the success of SEL initiatives, with states that have supportive SEL policies–such as dedicated K-12 SEL standards and integration of SEL into academic subjects–reporting fewer obstacles to implementation, increased community support, and more professional development opportunities for educators.
Building on these latest findings and existing evidence, CASEL urges policymakers at all levels to prioritize SEL as a central aspect of the educational experience for all students.
For over a decade, CASEL has partnered with school districts nationwide to study and expand high-quality SEL practices. The SEL Fellows Academy provides an opportunity to support more leaders in addressing the social and emotional development of both students and educators, and to scale up high-quality practices in school districts across the country.