Social and emotional learning (SEL) is the process through which students develop interpersonal and intrapersonal competencies. This report presents findings from teachers and principals surveyed. These educators addressed questions about the importance and value of SEL in schools, their approaches to promoting and measuring SEL, and their opinions regarding supports for improving SEL. The findings should be useful to developers of SEL-related resources and to researchers, policymakers, and practitioners.
- Large majorities of principals described SEL as a top priority.
- Most educators rated a wide range of SEL skills as important; teachers tended to assign greater importance to SEL skills.
- Educators believed that SEL programs can improve student outcomes and school climate.
- Elementary educators tended to use programs and curricula; secondary school educators tended to use informal practices.
- Educators reported using a variety of strategies; positive behavior systems and trauma-informed practices were common.
- Majorities of educators reported receiving SEL training and that schools measured SEL.
- Many educators reported that having more time would improve their school's ability to address SEL.
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