Studies of the brain are continuing to yield confirmation of the toxic effects stress has on learners. Stress impacts the brain’s ability to absorb, recall, and process information. “Science says to us that, in fact, the way the brain functions and grows, it needs safety, it needs warmth…” explains Stanford professor Linda DarlingHammond. “We actually learn in a state of positive emotion much more effectively than we can learn in a state of negative emotion. That has huge implications for what we do in schools." (Edutopia 2019).
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), a meta-analysis of 82 studies was conducted, looking at over 97,000 students who experienced SEL programming. They found that not only was academic performance significantly higher in students exposed to SEL programming, but "conduct problems, emotional distress, and drug use were all significantly lower for students... and development of social and emotional skills and positive attitudes toward self, others, and school was higher" (CASEL, 2021c).
Similarly, a 2011 meta-analysis of 213 studies involving more than 270,000 students showed “SEL interventions that address CASEL’s five core competencies increased students’ academic performance by 11 percentile points, compared to students who did not participate in such 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" (CASEL, 2021a). The 2019 Social and Emotional Learning Report from McGraw-Hill found “81% of parents believe that SEL is just as important as academic learning" (CASEL, 2021a). Six of the Top 10 skills identified by the World Economic Forum involve social and emotional competence (CASEL, 2021a).
In 2016, the Aspen Institute launched the National Commission on Social, Emotional, and Academic Development, uniting leaders from education, research, business, health, and the military “to re-envision what constitutes success in our schools.” (Aspen Institute 2019). In January 2019, the Commission released its final report and recommendations. The Executive Summary says simply, “Children learn best when we treat them as human beings, with social and emotional as well as academic needs.” (Aspen Institute 2019). The report continues, “More specifically, children require a broad array of skills, attitudes, character traits, and values to succeed in school, careers, and life….(T)he 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.” (Aspen Institute 2019).
It is a mistake to label social emotional learning as a soft skill. In fact, this integrated approach strengthens rigor and serves as a booster rocket for academic performance. Consider the following from A Nation at Hope (Aspen Institute 2019):
- More than 9 in 10 parents think that schools have a role in reinforcing the development of what they typically call life skills.
- 2/3 of current and recent high school students agree that SEL would help their...learning of academic material and preparation for college, careers, and citizenship.
- 9 in 10 teachers believe social emotional skills can be taught.
- 97% of principals believe a larger focus on SEL will improve students' academic achievement.
- 8 in 10 employers say SEL skills are the most important to success and are also the hardest to find.
- SEL benefits all children, but disproportionally benefits vulnerable students who may have experienced trauma.
