• MNPS is in the process of revising its long-term goals and strategic plan. These revisions should be finalized by January or February 2017. What is clear at this point is that two of the district’s primary goals will be (a) strengthening students’ literacy skills, including their reading, writing, speaking, and listening capabilities, and (b) strengthening the climate and culture of the schools to better support students, their families, and school staffs. MNPS’s top leaders recognize that SEL is essential to realizing both of these goals. They are working to ensure that best SEL practices are incorporated in all the plans for moving forward and in future assessments of progress toward achieving these goals.

    SEL in Nashville

    The district’s strategic plan reinforces the central role of SEL to students’ ultimate success. Schools are able to choose which research-based SEL program best meets their needs. The district has focused on several areas of SEL implementation.

    Aligned programs. Nashville has adopted eight evidence-based SEL programs (Responsive Classroom, Olweus Bullying Prevention Program, Project-Based Learning, Restorative Practices, PBIS, COMP (Classroom Organization and Management Program), Second Step, and Mindfulness). SEL is aligned to all district initiatives.

    Integration. The district has helped educators understand the connections between SEL and the Tennessee (Common Core) standards. SEL strategies are also included in the latest edition of COMP, the district’s classroom management approach. The district has created an SEL scope and sequence and “I Can” statements that articulate SEL standards for each grade level.

    Schools are piloting School Climate/SEL school walk-through protocols for use in principal consultations and for providing targeted support to ensure the most effective SEL practices for adults and students. The School Climate/SEL walk-through tool development has been a three-year collaborative effort among various departments (Leadership and Learning, Student Support Services, Research Assessment and Evaluation, and Human Capital), as well as support from the CASEL consultants. For the past three years an SEL Alignment Team (teachers, counselors, administrators, district-level leaders, and community partners) has worked to better align SEL in all district initiatives. This team also previews new professional learning activities and provides feedback and communication between schools and district-level leaders.

    Professional learning. In addition to ongoing professional development (COMP, Mindfulness, PBIS, Restorative Practices, Olweus, and SEL Foundations), schools can receive onsite personalized SEL professional learning. Pre-service and new teachers are introduced to SEL concepts in COMP workshops, while current teachers can attend a two-day SEL Foundations course. The district, in collaboration with Alignment Nashville, a community-based partner, also has expanded its annual SEL conference to include regional educators and is collaborating with the Coordinated School Health Department to create new SEL and anti-bullying minigrants. The district has a dedicated SEL organization on Blackboard, an online platform where educators can find resources and supports for implementing and sustaining SEL best practices in a blended learning environment. SEL professional learning models the integration of SEL and academics, using engaging and interactive learning structures that connect to the five SEL core competencies.

    2016 Innovation Fund Award. Description of the awarded project available here.


    • Pearl Cohn High School reduced disciplinary referrals 33 percent after two years of SEL implementation.
    • I.T. Creswell Middle School reduced suspensions by 60 percent after one year of SEL implementation.
    • J.E. Moss Elementary School decreased the learning gap by 23 percent for its limited English proficiency students in reading and language arts after two years of SEL implementation.

    In a study conducted for CASEL, the CDI’s independent evaluator determined that, since implementation:

    • Third-graders in 78 schools demonstrated significant increases (according to teacher reports of students’ skills) in all five of CASEL’s social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
    • Academic performance was more positive than in pre-CDI implementation years.
    • GPAs were higher than in pre-CDI implementation years in elementary and high school.
    • Suspension rates improved compared to pre-CDI implementation years.
    • Attendance rates in high school were significantly higher compared to pre-CDI implementation years, for the second and third years in middle school, and the first and second years in elementary school.
    • Mathematics and reading achievement increased in each CDI-implementation year compared to pre-CDI implementation in elementary, middle, and high schools.
  • Kyla Krengel

    Metro Nashville Public Schools

    Director, Social and Emotional Learning


    84,563 students

    • 73% low-income
    • 15% English learners
    • 1,345 students in exceptional education

    159 schools, PreK through high school, alternative, public charter, and exceptional education.

    6,307 certified staff
    4,303 support staff


    “This is a whole-child approach to education where we recognize that preparing for success in life requires more than meeting high academic standards. We want to help students develop the social skills needed to manage emotions and build relationships … It’s not a program that we put kids through. It’s a fully integrated approach to instruction that is reinforced throughout the school environment.” Former superintendent Jesse Register

    A teacher says:
    “Definitely there’s that feeling when you walk into the school. You get this overall vibe of whether people are happy there, and you’ll notice students are much more connected. They are engaged in the classes and the activities that are going on. They’re talking about not only the academics but also the social situations.”

    A central office leader says:
    “They decreased the learning gap by 23% for their limited English proficient students in reading and language arts. They are an elementary school that has close to 1,000 students. The one thing they added was this morning meeting. They made sure to do it every single morning, so it became the norm. Then they also added a closing circle at the end of the day. On the state test, their school actually went from a level 1 to a level 5 that same year.”

    Learn More.

    Chalkbeat Tennessee reports on how Metro Nashville Public Schools are using laughter and other techniques to integrate SEL into its schools. More here.