The Impact of Social-Emotional Learning

The National Education Foundation defines social-emotional learning (SEL) as "the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, establish and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions." As we reflect on the growing needs of our students surrounding mental health, regulation of emotions, overall behavior, etc., it becomes clear that focusing on academics alone will not prepare students for the demands of post-secondary life and adulthood. As a system and at all grade levels, we must also reach the competencies outside of academic content knowledge, which are increasingly necessary to succeed in college and in careers. This is where universal SEL comes into play. The following are research-based outcomes that have resulted in districts across the nation as a result of implementing an evidence-based, universal SEL curriculum: 

• Reduction in discipline referrals
• Increase in social competence
• Significant reductions in aggressive behaviors
• Increase in positive goal setting 
• Increase in prosocial behavior
• Reductions in bullying
• Reductions in substance abuse
• Lower levels of depression and anxiety
• Increased grades and attendance
• Increase in social and emotional regulation

SDW has made great strides in our delivery of SEL at the elementary level. All 14 of our elementary schools have updated Second Step curriculums, which has one of the strongest SEL research bases when it comes to positive student outcomes. You can learn more about the Second Step program and it's research base here. Additionally, we are excited to be expanding this universal SEL to all middle schools in the 2019-2020 school year.

Lastly, the state continues to highlight and emphasized the importance of SEL throughout WI schools. Last year, the DPI released the following SEL Competencies, which span early childhood through adulthood. I encourage you to take a look at them as there are countless opportunities to "hit" many of these competencies in any content area or course we teach in SDW! As we move towards increased attention to SEL for all staff and students, we will continue to create a sense of safety and respect grounded in the social and emotional health and well being of our entire school community. This is something that, in many schools, is a difference you can feel the second you walk through the front doors.