The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself

...Children require a broad array of skills, attitudes, and values to succeed in school, careers, and in life. They require skills such as paying attention, setting goals, collaboration, and planning for the future. They require attitudes such as internal motivation, perseverance, and a sense of purpose. They require values such as responsibility, honesty, and integrity. They require the abilities to think critically, consider different views, and problem solve. And these social, emotional, and academic capacities are increasingly demanded in the American workplace, which puts a premium on the ability to work in diverse teams, to grapple with difficult problems, and to adjust to rapid change.

Helping children to learn these traits and skills may sound ambitious. But it is—and has always been—central to the educational enterprise. It is the reason that education begins with concerned and involved parents, who provide emotional support and set high expectations. It is the reason that community institutions that mentor children and encourage self-respect are essential allies of parents and schools. It is the reason that good teachers can change lives, helping students find unsuspected gifts and inner purpose. And it is the reason that everyone involved in education shares an amazing calling: to foster in children the knowledge, skills, and character that enable children to make better lives in a better country....

The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself.

The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the “real work” of math and English instruction; it is how instruction can succeed. And it is not another reason for political polarization. It brings together a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students, especially those who have experienced the greatest challenges.

In fact, the basis of this approach is not ideological at all. It is rooted in the experience of teachers, parents, and students supported by the best educational research of the past few decades. More than nine in 10 teachers and parents believe that social and emotional learning is important to education.¹ At least two-thirds of current and recent high school students think similarly.² As one student said, “Success in school should not be defined just by our test scores … but also by the ability to think for ourselves, work with others, and contribute to our communities.”

While many elements of a child’s life improve along with the cultivation of these skills, one of the main outcomes is better academic performance.

It is a mistake to view social and emotional learning as a “soft” approach to education. Quite the opposite. An emphasis on these capacities is not the sacrifice of rigor; it is a source of rigor. While many elements of a child’s life improve along with the cultivation of these skills, one of the main outcomes is better academic performance. An analysis of more than 200 studies of programs that teach students social and emotional skills found that these efforts significantly improved student behavior, feelings about school, and most importantly achievement, and made schools safer.⁴ It only stands to reason. When children are motivated, responsible, and focused, they are more able to persist in hard tasks and respond to good teaching. These capabilities are a booster rocket for everything we measure, including test scores.⁵ But the point is larger. No one involved in education can view the values and beliefs held by students as trivial or secondary. They are the very things that can grip the imagination and determine the direction of a life...

This approach to learning also contributes to educational equity. As this report documents, social and emotional learning benefits all children, of every background. But it disproportionally benefits children from low-income communities, many of whom experience trauma and adversity resulting from insecure access to housing, food, health care, and safety.⁶ All students need supportive relationships and nurturing learning environments, but students facing additional stress have a particular need to be surrounded by caring adults who treat them as individuals with potential and inherent worth. And when adults create this environment, children of every background can thrive.
The evidence also indicates that these efforts can be undertaken by schools at a reasonable cost relative to the benefits.⁷ A change in educational culture and spirit does not require a major increase in resources, but it does require a prioritization of resources. Studies indicate that investment in social and emotional programs brings broad social benefits.⁸ The evidence also shows that these positive adult influences must begin early and continue during a child’s entire school career.⁹


Complete report,