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Teach Children the Skills They Need to Thrive

Social-emotional learning helps students succeed in the classroom and throughout their lives.

Diverse-Students-Studying-Happy

Skills for Everyday Success

Children need social-emotional skills to thrive both in the classroom and in life. Social-emotional learning (SEL) curricula teach children techniques to:

  • Gain confidence
  • Set goals
  • Make better decisions
  • Collaborate with others in work and play
  • Navigate the world more effectively
Teacher-Instructing-Classroom-Tabletop

Implementation Made Easy

Committee for Children’s research-based Second Step SEL gives teachers an easy-to-implement, engaging way to teach social-emotional skills and concepts. Second Step SEL is designed to help children thrive and be more successful in school—ultimately setting them up to be thoughtful and productive adults.

Social-Emotional Learning: What It Is and Why It Matters

The Purpose of SEL: Let’s Be Clear

Social-emotional learning isn’t just a feel-good activity. It’s not psychotherapy or an attempt to parent kids. Nor is it a substitute for core academic subjects such as math, science, or literacy.

  • Cooperation
    Cooperation
  • Communication
    Communication
  • Decision Making
    Decision Making
  • Instead, SEL concepts provide an extra dimension to education, focusing on improving cooperation, communication, and decision making. In a world where emotional intelligence is critical for lifelong happiness, successful careers, and healthier relationships, SEL gives students a framework for developing these skills.

    Documented Benefits of SEL

    Decades of research have demonstrated the benefits of SEL. A short list of research findings includes the items below.

    In a meta-analysis of 213 school-based SEL programs, participants demonstrated significantly improved social and emotional skills, attitudes, and behavior, as well as an 11-percentile-point gain in academic performance. [1]

    Children who are socially and emotionally competent have more friends and more connections with positive peers, and are less likely to be rejected, isolated, or bullied. Children with friends are happier and more successful in school. [2]

    Empathetic children with good perspective-taking skills are less likely to be physically, verbally, or indirectly aggressive toward peers. [3]

    Children’s social relations affect their feeling of connectedness at school, which affects their sense of academic competence. [4]

    The social-emotional competence of students is an important component of effective bullying prevention. [5]

    SEL interventions show an average return on investment of $11 for every dollar spent. [6]

    teacher with students sitting on floor

    Social-Emotional Skills Can Be Learned

    Children learn social-emotional skills in a variety of ways, including the behavior they see modeled by the adults in their lives. But social-emotional skills and concepts can also be taught explicitly in the classroom, in much the same way math or reading is taught.

    How SEL Is Taught in the Classroom

    • The teacher explains a concept with words, pictures, video, and/or audio
    • Students practice the concept through skill practice, group discussion, individual writing, or partner work
    • The teacher continues reinforcing the concept throughout the week
    • The teacher sends information home for students to work on with parents
    • The teacher checks for understanding
    • The teacher re-teaches where necessary

    SEL Promotes Workforce Readiness

    Increasingly, business leaders are listing emotional intelligence and collaborative skills alongside technical savvy or subject-matter mastery in their key recruitment criteria. But how exactly does social-emotional learning translate to the workplace?

    Today’s fast-paced occupations require the critical skills SEL curricula teach, including:

  • sel-overview-empathy
    Empathy
  • sel-overview-emotion-management
    Emotion Management
  • sel-overview-emotion-recognition
    Emotion Recognition
  • sel-overview-problem-solving
    Problem Solving
  • sel-overview-impulse-control
    Impulse Control
  • Calming Down
  • sel-overview-communication
    Communication
  • sel-overview-assertiveness
    Assertiveness
  • Ebook

    Download Our Free Ebook

    How Social-Emotional Learning Helps Children Succeed in School, the Workplace, and Life

    This ebook features perspectives from a number of leading teachers, administrators, researchers, and education experts.

    Download the Ebook

    Contributors

    Joan Cole Duffell

    Executive Director, Committee for Children

    Matt Segneri

    Director, Social Enterprise Initiative (SEI), Harvard Business School

    Andria Amador

    Assistant Director of Behavioral Health Services, Boston Public Schools

    Roger P. Weissberg, PhD

    Chief Knowledge Officer, CASEL

    Meria Joel Carstarphen

    Superintendent, Atlanta Public Schools

    Reed Koch

    Former President, Board of Directors, Committee for Children

    Alonda Williams

    Senior Director for Education, Microsoft

    R. Keeth Matheny

    Teacher, Austin (Texas) Independent School District

    Dan Kranzler

    Founder, Kirlin Charitable Foundation

    Paul D. Eaton

    Major General (Ret.), United States Army

    Related Blog Posts

    1. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405–432.
    2. Collaborative for Academic, Social, and Emotional Learning. (2007). Background on social and emotional learning (SEL). Chicago: University of Illinois at Chicago.
    3. Kaukiainen, A., Bjorkqvist, K., Lagerspetz, K., Osterman, K., Salmivalli, C., Rothberg, S., et al. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25, 81–89.
    4. Guay, F., Boivin, M., & Hodges, E. V. E. (1999). Predicting change in academic achievement: A model of peer experiences and self-system processes. Journal of Educational Psychology, 91, 105–115.
    5. Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory Into Practice, 52(4), 280–287. doi:10.1080/00405841.2013.829731
    6. Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The Economic Value of Social and Emotional Learning. New York: Center for Benefit-Cost Studies in Education, Teachers College, Columbia University.

    Back to list of documented benefits