Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source forknowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students.

For 25 years, we have focused on advancing the science, informing the policy, and promoting evidence-based practices for SEL.

Drive research We advance the knowledge base about SEL by synthesizing, conducting, and commissioning research and sharing findings from the field.

Inform policy We support states in developing preK-12 SEL policies and guidelines and educate federal policymakers about the evidence to support the value of SEL. In addition, CASEL has secured SEL language in five pieces of pending legislation.

Guide practice We translate research into action through school district partnerships and field-tested resources and tools.

Build a network Through our convenings, collaborations, and partnerships, we bring together experts, practitioners, and policymakers to accelerate and sustain SEL in communities nationwide.

Our work is critical at a time when educators, parents, students, and employers increasingly recognize the value of SEL. Together, we are united in our call for schools to educate the whole child, equipping students for success in school and in life.

Key CASEL InitiativesTo advance the field and provide expert guidance, CASEL undertakes a range of initiatives. We are focused on deepening the field’s knowledge base for systemic SEL implementation, assessment, and continuous improvement; providing expert guidance to district, state, and federal policymakers; and aligning the field by documenting and sharing best practices.

Current efforts include:

This multidisciplinary collaborative helps inform the field about practical, scientifically sound SEL assessments to equip states, districts, schools, and community partners to choose appropriate and effective SEL frameworks and measures.

Assessment Work Group

The Collaborating Districts Initiative (CDI) supports more than 20 partner districts (representing 1.�� million students) in systemically embedding SEL into their work. Learnings from the CDI are shared through the District Resource Center and other online tools for educators.

Collaborating Districts Initiative

The Collaborating States Initiative (CSI) helps more than half the states (serving about 60% of U.S. students) develop SEL guidelines, share effective approaches to integrate SEL across programs and practices, and create the conditions for success in school districts.

Collaborating States Initiative

Representatives from more than 20 school districts are working with scholars in a professional learning community that strives to integrate SEL and equity efforts across the district. The Work Group is committed to helping build learning environments that improve outcomes for all students.

Equity Work Group

CASEL evaluates and identifies widely accessed SEL programs in the field to promote high-quality, evidence-based curriculum and lessons. The review process supports educators in selecting and implementing high-quality SEL programs, preschool to high school.

Program Reviews

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The Collaborative for Academic, Social, and Emotional Learning casel.org

What is SEL?

Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

SEL can be more than just a 30-minute lesson. A systemic approach to SEL intentionally cultivates a caring, participatory, and equitable learning environment and evidence-based practices that actively involve all students in their social, emotional, and academic growth. This approach infuses social and emotional learning into every part of students’ daily lives—across all of their classrooms, during all times of the school day, and when they are in their homes and communities.

• Self-awareness: Know your strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

● Self-management: Effectively manage stress, control impulses, and motivate yourself to set and achieve goals.

● Social awareness: Understand the perspectives of others and empathize with them, including those from diverse backgrounds and cultures.

● Relationship skills: Communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

● Responsible decision-making: Make constructive choices about personal behavior and social interactions based on ethical standards, safety, and social norms.

The Collaborative for Academic, Social, and Emotional Learning casel.org

Equity and SEL

SEL can be a powerful lever for creating caring, just, inclusive, and healthy communities that support all individuals in reaching their fullest potential.

Systemic implementation of SEL both fosters and depends upon an equitable learning environment, where all students and adults feel respected, valued, and affirmed in their individual interests, talents, social identities, cultural values and backgrounds.

While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help schools promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and cultivate adult and student practices that close opportunity gaps and create a more inclusive school community. In doing so, schools can promote high-quality educational opportunities and outcomes for all students, irrespective of race, socioeconomic status, gender, sexual orientation, and other differences.

This requires that SEL is implemented with an explicit goal of promoting educational equity.

CASEL believes that:

• SEL is relevant for all students in all schools and affirms diverse cultures and backgrounds. All students bring to school their identities, strengths, values, lived experiences, and culture. SEL does not seek to have students conform to the values and preferences of the dominant culture but uplifts and promotes understanding of the assets of diverse individuals and communities.

• SEL is a strategy for systemic improvement, not just an intervention for at-risk students. While SEL reduces risky behaviors and improves mental health (Taylor et al, 2017), the impact is maximized when systemic SEL becomes a coordinating framework that transforms all aspects of schooling — from how staff collaborate to how classroom instruction is delivered.

• SEL is a way to uplift student voice and promote agency and civic engagement. The goal of SEL is to build skills and competencies that help students successfully navigate and meaningfully contribute to their schools, careers, families, relationships, and multicultural communities. This occurs when SEL goes beyond behavior management and positions young people “as experts in understanding and fashioning a world that is more just and equitable” (Jagers, 2016, p. 3).

• SEL supports adults to strengthen practices that promote equity. SEL also offers a way for adults to examine how their own social and emotional competencies and the policies and practices that they put in place may impact equity, and acknowledge and address the larger impact that systemic and individual bias, racism or oppression may have on the lives of their students.

• Schools must engage students, families, and communities as authentic partners in social and emotional development. The relationships between school staff, students, families, and communities are at the core of systemic SEL. In order for SEL to affirm the assets of children from diverse backgrounds, schools need to understand the cultures, lived experiences, and values of families and communities, and all students need to feel ownership over their own social and emotional development.

INDICATORS OF SCHOOLWIDE SEL

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Schoolwide SEL is a systemic approach to integrating academic, social, and emotional learning across all school contexts. This approach provides a learning environment that infuses SEL into all aspects of instruction and promotes equitable outcomes for all students. Central to this system is high-quality professional learning and the use of data for continuous improvement. When fully implemented, schoolwide SEL contributes to more successful and equitable outcomes for young people, and is evidenced by the following indicators:

Explicit SEL instruction

Students have consistent opportunities to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive.

SEL integrated with academic instructionSEL objectives are integrated into instructional content and teaching strategies for academics as well as music, art, and physical education.

Youth voice and engagementStaff honor and elevate a broad range of student perspectives and experiences by engaging students as leaders, problem solvers, and decision-makers.

Supportive school and classroom climatesSchoolwide and classroom learning environments are supportive, culturally responsive, and focused on building relationships and community.

Focus on adult SEL

Staff have regular opportunities to cultivate their own social, emotional, and cultural competence, collaborate with one another, build trusting relationships, and maintain a strong community.

Supportive disciplineDiscipline policies and practices are instructive, restorative, developmentally appropriate, and equitably applied.

A continuum of integrated supportsSEL is seamlessly integrated into a continuum of academic and behavioral supports, which are available to ensure that all student needs are met.

Authentic family partnerships

Families and school staff have regular and meaningful opportunities to build relationships and collaborate to support students’ social, emotional, and academic development.

Aligned community partnerships

School staff and community partners align on common language, strategies, and communication around all SEL-related efforts and initiatives, including out-of-school time.

Systems for continuous improvementImplementation and outcome data are collected and used to continuously improve all SEL-related systems, practices, and policies with a focus on equity.

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INDICATORS OF SCHOOLWIDE SEL

casel.org

Explicit SEL instruction

Students have consistent opportunities to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive.

SEL integrated with academic instructionSEL objectives are integrated into instructional content and teaching strategies for academics as well as music, art, and physical education.

Youth voice and engagementStaff honor and elevate a broad range of student perspectives and experiences by engaging students as leaders, problem solvers, and decision-makers.

Supportive school and classroom climatesSchoolwide and classroom learning environments are supportive, culturally responsive, and focused on building relationships and community.

Focus on adult SEL

Staff have regular opportunities to cultivate their own social, emotional, and cultural competence, collaborate with one another, build trusting relationships, and maintain a strong community.

Supportive disciplineDiscipline policies and practices are instructive, restorative, developmentally appropriate, and equitably applied.

A continuum of integrated supportsSEL is seamlessly integrated into a continuum of academic and behavioral supports, which are available to ensure that all student needs are met.

Authentic family partnerships

Families and school staff have regular and meaningful opportunities to build relationships and collaborate to support students’ social, emotional, and academic development.

Aligned community partnerships

School staff and community partners align on common language, strategies, and communication around all SEL-related efforts and initiatives, including out-of-school time.

Systems for continuous improvementImplementation and outcome data are collected and used to continuously improve all SEL-related systems, practices, and policies with a focus on equity.

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VIDEO NOTECATCHER

INDICATORS NOTESINDICATORS NOTES

As you watch the video of Marcus Garvey Elementary, use this notecatcher to record where you see indicators of schoolwide SEL. For more information about the indicators of schoolwide SEL as well as implementation guidance and tools, visit schoolguide.casel.org

The Collaborative for Academic, Social, and Emotional Learning casel.org

SEL Continuous Improvement High-quality SEL implementation is an ongoing process that calls on schools and districts to continuously iterate and improve. Continuous improvement refers to a deliberate and structured process to address problems of practice and improve outcomes. This focus area helps schools and districts to collect and reflect on data, address challenges, and build upon successes to continuously improve SEL implementation.

The Collaborative for Academic, Social, and Emotional Learning casel.org

Schoolwide SEL Implementation Rubric (abridged) Think about your own school or the schools you have supported. Use this simplified version of the full SEL implementation rubric1 to identify areas of strength and areas for growth. Not yet Partially

implemented Mostly

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Focus Area 1a: Build Awareness, Commitment, and Ownership

Does the school have an SEL team that meets regularly to reflect on data, plan for improvements, and lead schoolwide SEL initiatives?

Can all members of the school community explain SEL’s importance and its impact on student outcomes, and understand their own role in helping students develop social and emotional competencies?

Has a representative group of stakeholders from the school community collaborated to develop a shared vision for schoolwide SEL?

Focus Area 1b: Create a Plan

Has SEL leadership assessed needs and resources and defined goals and action steps for SEL implementation?

Does SEL leadership engage in consistent two-way communication with all stakeholders about schoolwide SEL?

Is there a stable budget for SEL resources, including professional learning, materials, and staffing?

Focus Area 2: Strengthen Adult SEL

Do staff engage in ongoing professional learning to develop their skills for cultivating supportive, equitable learning environments and promoting SEL for students?

Do staff have opportunities to reflect on and develop their own social, emotional and cultural competencies, practice self-care, & examine their mindsets and biases?

Does SEL leadership foster a sense of community and shared purpose among staff, and dedicate time for staff to learn from each other, share best practices, and collaboratively problem solve around SEL implementation challenges?

Do leadership and all staff regularly model social, emotional, and cultural competencies in their language and interactions with other staff, students, families, and community partners?

1 The full rubric can be found at schoolguide.casel.org/rubric. The interactive online rubric allows registered users to save responses, set goals, and track progress over time.

The Collaborative for Academic, Social, and Emotional Learning casel.org

Not yet Partially Mostly Fully implemented

Focus Area 3: Promote SEL for Students

Do teachers use inclusive, relationship-centered, and culturally responsive practices to create supportive classroom environments?

Do all students have dedicated time during the day to learn about, reflect on, and discuss SEL skills?

Do teachers embed SEL goals into academic learning, and are students able to connect SEL competencies with what / how they’re learning?

Are leadership and staff knowledgeable about and responsive to their students’ lived experiences, cultural backgrounds, and community context?

Does SEL leadership assess school climate and regularly plan for improvement based on data?

Has the school adopted evidence-based SEL practices/programs for all grades and do leaders offer ongoing implementation support to staff?

Do leadership and staff honor and elevate a broad range of student perspectives and experiences by engaging them as leaders, problem-solvers, and decision-makers?

Does the school provide a continuum of supports to meet the academic, social, emotional, and behavioral needs of all students?

Do the school’s discipline policies and practices promote social and emotional learning (e.g. providing opportunities for students to reflect, problem solve, and build positive relationships), and are disciplinary practices applied equitably throughout the school?

Are families invited to understand, experience, inform, and support the social and emotional development of their students in partnership with the school?

Focus Area 4: Practice Continuous Improvement

Has the school developed community partnerships to support schoolwide SEL / worked with partners to align and integrate SEL support where possible?

Does SEL leadership regularly use a range of implementation data and outcome data to track progress toward SEL goals and monitor outcomes?

Does SEL leadership use a structured process to reflect on and share data with the school community, and use findings to inform decisions and continuously improve?

The Collaborative for Academic, Social, and Emotional Learning casel.org

Implementation Challenges and Strategies

Based on the scenario, what goals could the SEL team prioritize to move forward? What School Guide focus area could be explored to make a plan to achieve those goals? In what ways could the SEL team measure progress toward achieving their goals? How could you support the SEL team in making progress toward achieving their goals?

Earhart High School has had six administrators in four years. Every time a principal leaves, many of the structures and systems the school has in place fall apart. Teachers are weary of the constant cycle of new initiatives that are not followed through. Currently, the school has an interim principal as they wait for a new “permanent” principal to be hired. The SEL team was formed 3 years ago, but it’s not highly structured and there are just a few active members. An initial SEL training was done for all staff three years ago, and there is not a current shared vision for SEL or the school overall. There is time set aside in the schedule for a 50-minute advisory period each week, but it is used mostly as a study hall, not for SEL or community building as originally intended. An area of strength is that the lead teachers for each department have been in place for more than 5 years – there has been a recurring focus in department meetings on adult SEL cultural competence. Teachers really care about their students and want to do the right thing for them – overall teachers are very relationship-centered in their approach. There are also lots of student leadership opportunities at Earhart. Service Learning is emphasized at the school, with students designing and leading their own projects. Pride Elementary is an exemplary SEL school. Their SEL team is a well-oiled machine. Teachers have been creating supportive classroom environments, are using an SEL curriculum, are integrating SEL into their lessons, and are modeling SEL clearly with their words and interactions. However, after using the School Guide rubric, they recognized a few areas for improvement. First of all, while there are very few disciplinary issues in classrooms, when students are sent to the office the response is usually punitive, resulting in in-school or out-of-school suspension, and sometimes eventually pressuring parents to transfer the student. Second, the SEL team recognizes the need to involve more stakeholders in decisions – they have not included families, community partners, or students as members of the team or sought their perspectives when action planning.

The Collaborative for Academic, Social, and Emotional Learning casel.org

After two failed attempts to get SEL off the ground, the staff at King Middle School are frustrated. The school’s counselor explains that staff just don’t seem to be “buying in”. Some staff have said, “I’ll believe SEL works when I see it.” Others have said, “I need to focus on academics. SEL is just one more thing that I don’t have time for.” The school has purchased SEL curriculum materials for all teachers and there is dedicated time for SEL in the master schedule, but at last count about 25% of teachers were using the time for SEL and fewer used the curriculum with fidelity. There was also an attempt to use a free online curriculum that seemed like a better fit for the school, but only the 3rd grade teacher team has used it regularly. In the past year, most professional learning for SEL has been limited to optional, unpaid after-school sessions led by the counselor. An area of strength is that staff teams work together well to collaborate on academic instruction. There is a strong MTSS team in place that focuses on academic interventions. Relationships among staff are strong, and administrators and staff have high levels of trust. Chavez Elementary and Cibolo Elementary are K-8th grade schools. Chavez Elementary has a reputation as a high performing school with highly involved parents. Cibolo Elementary has the opposite reputation. Due to overcrowding, there are plans to create a new middle school, which will take both students and staff from Cibolo and Chavez Elementary to form a new 6th-8th grade school. Teachers at Cibolo Elementary have expressed the worry that their students won’t be treated fairly at the new middle school-- that their new teachers and classmates will look down on them and will assume they are incapable of high-level learning. Teachers at Chavez Elementary are worried that the students from Cibolo Elementary will slow down the pace of instruction, and the highly involved parents have raised this concern as well. Both schools have teams focused on school climate and SEL mission statements. They had clear action plans and goals, but planning has not yet started for the new, combined school. Because of the merger, the district is providing funds for SEL curriculum and professional learning. While both schools used evidence-based practices for SEL in the past, their approaches were different -- Chavez used a lesson-based curriculum while Cibolo used community-building circles and a specific set of practices to promote SEL through instruction.