SEL Impact

  • An extensive body of rigorous research (including randomized control trials, longitudinal follow-ups, and multiple replications) demonstrates that education that promotes social and emotional learning (SEL) gets results, and that teachers in all academic areas can effectively teach SEL.

    The findings come from multiple fields and sources that include student achievement, neuroscience, health, employment, psychology, classroom management, learning theory, economics, and the prevention of youth problem behaviors.

    Key studies include:

    SEL Impact on Academic Outcomes

    According to a meta-analysis of 213 studies involving more than 270,000 students, those who participated in evidence-based SEL programs showed an 11 percentile-point gain in academic achievement compared to students who did not participate in SEL programs. Compared to students who did not participate in SEL programs, students participating in SEL programs also showed improved classroom behavior, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school.

    According to a 2015 report by the American Enterprise Institute and the Brookings Institution, SEL competencies are critically important for the long-term success of all students in today’s economy. This report was developed by a group of bipartisan experts who agreed to set aside their differences and create a detailed plan for reducing poverty and increasing economic mobility.

    The authors noted that major educational and school reforms over the past few decades have not sufficiently focused on the SEL factors that are necessary to education, employment, and family life.

    The report also recommends an effort to scale up high-quality, evidence-based SEL programs as a core component of education for children. It made three recommendations to the federal and state governments: (1) scale evidence-based SEL practices and policies; (2) implement high-quality state SEL standards, preschool through high school; and (3) establish SEL centers of excellence.

    A 2015 national study published in the American Journal of Public Health found statistically significant associations between SEL skills in kindergarten and key outcomes for young adults years later in education, employment, criminal activity, substance use, and mental health.

    The study concluded that early prosocial skills decreased the likelihood of living in or being on a waiting list for public housing, receiving public assistance, having any involvement with police before adulthood, and ever spending time in a detention facility.

    A 2015 study by researchers at Columbia University found that the measurable benefits of SEL exceed the costs, often by considerable amounts.

    The aggregate result of the analysis showed an average benefit-cost ratio of about 11 to 1 among the six evidence-based SEL interventions studied. This means that, on average, for every $1 invested in SEL programming, there is a return of $11.

    Our online Resources Library features multiple studies from CASEL and other researchers.

  • Teachers Value SEL

    Teachers across America know that social and emotional learning is essential to student success in school, the workplace, and life. A survey of teachers commissioned by CASEL in 2013 found 93 percent of teachers want a greater focus on social and emotional learning in schools. These educators know that social and emotional skills are teachable and are calling for schools to prioritize integrating SEL learning practices and strategies into the curriculum as well as school culture.

    Source: The Missing Piece

    Employers Value SEL

    SEL provides students with many of the skills employers consider critical to success on the job. Beyond the skills unique to their specific field, employers also look for individuals who are good communicators, effective leaders, empathetic, goal-oriented, and persistent. According to a 2013 survey of 704 employers conducted by The Chronicle of Higher Education and American Public Media’s Marketplace, half of those surveyed said they had trouble finding recent graduates to fill vacancies in their companies. Even though applicants had the technical prowess, they lacked the communication, adaptability, decision-making, and problem-solving skills needed to do the job.

    Businesses are beginning to realize the important role of social and emotional skills in the workplace and are creating reports that outline strategies for training employees and business students in effective and appropriate business communication.

    In September 2016 CASEL and Committee for Children organized a Congressional briefing on the connection between SEL and employability skills. Click here to read the background and briefing papers.