How Social-Emotional Learning

Helps Children Succeed

in School, the Workplace, and Life
Global Greatness:
How Social-Emotional Learning
Helps Children Succeed in School,
the Workplace, and Life
As the leader of a nonprofit coding a functional e-widget. Steve
organization that strives to help Jobs started this refocus at Apple, and
the world’s children develop vital now people increasingly want elegant
social-emotional skills early in life, solutions; so even software engineers
I am pleased that there’s growing need to be able to stand in the
demand throughout the economy for customer’s shoes today and feel how
employees with affective abilities. the end-user will respond to product
design. This is a great reason why
A recent report from an advisory group
social-emotional skills are so critical
of U.K. executives and educators
to modern workplaces.
By Joan Cole Duffell was especially heartening because it
Executive Director made clear that non-cognitive skills Another reason is that 21st-century
Committee for Children and attributes such as team work, work environments are all about
emotional maturity, empathy, and other cross-functional teaming, collaboration,
interpersonal skills are as important as and integrated design. They’re also
proficiency in English and mathematics. about working with people remotely,
and these diffused work settings put
This is refreshing thinking.
a higher premium on social-emotional
In so many ways, education policy has competence than old-school work
been stuck in the manufacturing age, environments ever did: It takes more
driving schools to turn out people who effort and skill to connect on a human
recite information and pass cognitive level with someone when you’re not in
tests so they can work on a production the same room with them.
line effectively. Meanwhile, business
Social-emotional skills are absolutely
has moved at light speed into the
essential for 21st-century leaders, too.
information age. To put it bluntly:
Education policy hasn’t kept up with More and more, we’re seeing that to
the competency requirements of be a successful boss these days, you
21st-century work environments. simply can’t be bossy. You need to
be collaborative and convivial. You
A good example is the empathy that’s
need to sell ideas to your teams. You
needed when we’re creating well-
need to listen well. You need to be
designed products. It’s not just about
attentive to customers’ needs. You
need to understand and internalize
other’s perspectives. And you need to
“We would do well to listen to all the appreciate everyone’s problems and
empathy-seeking employers out there who concerns and use that data to come
up with win-win solutions.
are clamoring for employees with social and
Just as significantly, it’s very difficult to
emotion­al competency.” demonstrate the cultural competence
that’s required in the global

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marketplace today if you’re not imbued Yet smart educators know that these This is my view. And I work hard to
with social-emotional learning. social-emotional skills aren’t a nice-to- support it each and every day as
have frill, or an extra add-on. Instead, executive director for Committee
We now work with people from highly
they’re fundamental to a well-educated for Children.
diverse backgrounds—and many of us
21st-century child’s future well-being.
interact with colleagues from just about But as you’ll see when you read
That’s why so many educators are
every continent on a regular business through this publication, I’m not the
teaching, advocating, and advancing
basis. Indeed, almost every technology only one who wants to help children
social-emotional learning in spite of
company is asking people from Silicon use social-emotional learning (SEL) so
education policies.
Valley or Seattle to team up with they can become successful in school,
employees or contractors from Mumbai “Teachers across America understand the workplace, and life.
or Shanghai. Sometimes these people that social and emotional learning
Indeed, in the following pages, you’ll
work together in the same physical (SEL) is critical to student success in
hear from some of the most thoughtful,
space; and other times they’re solving school, work, and life,” according to
committed, and accomplished people
difficult problems together in a web- the Missing Piece survey of educators,
when it comes to SEL.
based setting. commissioned by the Collaborative
for Academic, Social, and Emotional Be sure to see the essay by R. Keeth
I find these multicultural environments
Learning: Matheny, a teacher in the Austin (Texas)
fascinating—and they present a
Independent School District, on how
wonderful and rich opportunity for “Educators know these skills are
teaching social-emotional skills has made
learning, growth, and the development teachable; want schools to give far
a dramatic difference in students’ lives.
of substantive human relationships. more priority to integrating such
development into the curriculum, Spend some time with the piece by
But these deeper relationships
instruction, and school culture; Reed Koch, president of the Committee
require sensitivity, empathy, social
and believe state student learning for Children Board of Directors (and a
awareness, and an ability to imagine
standards should reflect this priority. former senior executive at Microsoft).
a completely different life experience
Teachers also want such development Reed explains why companies should
from our own. When people who work
to be available for all students.” enhance and enrich their employees’
in these environments possess these
social-emotional skills.
skills, collaboration can be magical But wouldn’t it be so much better if
and highly profitable; and when they educational policy truly reflected the I think you’ll be nourished by Paul
lack these skills, collaboration can be necessity of social-emotional learning Eaton’s illuminating take on how social-
disastrous with serious and negative in our schools? I believe so. emotional learning readies children
bottom-line implications. for their life mission. A retired United
Illinois and Kansas have already
States Army general best known for his
The big question we need to confront passed education standards for SEL.
command of operations to train Iraqi
is whether current policy is allowing In addition, most states include SEL
troops during Operation Iraqi Freedom,
educators to prepare our children for standards for early learning. But these
Paul is uniquely qualified to weigh in on
today’s workplace, and for the future standards often stop at or before the
this critical topic.
work environments we’ve yet elementary-school level, and we need
to imagine. to address this oversight. I highly recommend Matt Segneri’s
thoughts on empathic and emotionally
Despite the fact that technology will In the end, this is a preparation and
mindful leadership in business,
play an even greater role than it does prosperity issue—and we would
government, and the nonprofit sector.
now and that multicultural teams will do well to listen to all the empathy-
As director of the Social Enterprise
become even more common, the seeking employers out there who are
Initiative (SEI) at Harvard Business
answer to that question is “no.” clamoring for employees with social
School, he’s in a position to really
and emotional competency.
The sad truth is that many educators understand how to be a force for
aren’t allowed the classroom time good all over the world today.
to teach much-needed social-
There is wisdom in the piece by
emotional skills or to test kids for these
Roger P. Weissberg, the vice chair
competencies; and with the exception of
of the board of directors and chief
just a few states, we don’t have policies
knowledge officer at the Collaborative
that support schools in imparting these
for Academic, Social, and Emotional
skills to children.

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Learning (CASEL). As always, Roger Taken as a whole, these nine
focuses on the fact that his movement viewpoints, from nine diverse and
is all about individual children whose influential thought leaders, make
lives hang in the balance. a profound and powerful case for
children with social-emotional
I’m inspired by Meria Joel Carstarphen,
skills everywhere.
the superintendent of Atlanta
Public Schools, who talks about the I hope you’re engaged and energized
fundamental educational shift from by this special thinking.
a culture of punitive testing to an
And if you have any questions, or
emphasis on the whole child.
would like to discuss any aspect of
Dan Kranzler, the founder of the Kirlin SEL, please don’t hesitate to get in
Charitable Foundation, touches our touch with me.
hearts when he discusses how social-
Sincerely,
emotional learning helps people feel
a deep sense of satisfaction about JCD
the world.
Alonda Williams, a senior director
of education at Microsoft, is equally
compelling as she assesses SEL and
its connective values for us.
And Andria Amador, the assistant
director of Behavioral Health Services
for Boston Public Schools, moves us
to action with her call for proactive
and preventive help for students who
are hurting.

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Foreword:
Social-Emotional Learning Is Essential
for Our Nation’s Schools
Roger P. Weissberg is Vice Chair of the board of directors and Chief Knowledge Officer
at the Collaborative for Academic, Social, and Emotional Learning (CASEL). He is
Distinguished Professor of Psychology and Education at the University of Illinois/Chicago
as well as NoVo Foundation Endowed Chair in Social and Emotional Learning. At UIC, he
also directs the Social and Emotional Learning Research Group.

By Roger P. Weissberg, PhD During the past few decades, my The insights and observations within
Chief Knowledge Officer colleagues and I have talked with this compendium of thought leaders
Collaborative for Academic, Social, and thousands of educators, parents, and testify to the enormous potential
Emotional Learning students regarding their views about offered by social-emotional learning
quality education. The conversations (SEL). Imparting SEL skills to children
focus on two key questions: (1) What all over the world is the mission of
do we want children to become, to Committee for Children (CFC). And
know, and to be able to do by the to date, CFC has enabled millions of
time they graduate from high schools; youngsters across 70 countries to
and (2) how can schools, families, and learn how to stay safe, manage their
communities work together to ensure emotions, solve problems, avoid risky
that all children graduate to be college, behavior, and improve their academics.
career, and life ready? Most of all, CFC has given them hope
for productive, fulfilling lives.
The overwhelming majority of
respondents call for a balanced The Committee for Children along with
education that highlights promoting the Collaborative for Academic, Social,
students’ social, emotional, and and Emotional Learning (CASEL), of
academic growth. They want students which I am vice chair of the board
who master academic subjects and are of directors and chief knowledge
excited about lifelong learning. And officer, are dedicated to making SEL
they also want students who have an integral part of education from
social-emotional skills, work habits, and pre-school to high school. Anchoring
values that provide a foundation for this mission are five interrelated sets
meaningful employment, engaged of cognitive, affective, and behavioral
citizenship, and a happy family life. competencies that can
be transformative:
• Self-awareness enables students
to recognize the impact of emotions
“At a time when competition for resourc­es is and thoughts on behavior. It
fierce, there are few initiatives that can boast includes assessing strengths and
weaknesses accurately, leading to a
a record of success like SEL.” well-grounded sense of confidence
and optimism.

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 • Self-management is the ability to • Student support services Every child is different and every
regulate emotions, thoughts, and professionals can reinforce situation is different. But there is always
behaviors in different situations. classroom instruction in SEL skills, at least one constant: the child must
work with teachers on classroom be at the center of the exercise. The
• Social awareness develops
discipline issues, and provide connection between SEL and better
perspective about, and empathy
the link between students and learning is rooted in a safe and caring
for, others; an understanding
community-based resources. environment for the child, with a clear
of social and ethical norms for
and confident relationship to a teacher.
behavior; and a recognition of • Parents clearly are the lynchpin in
If the school team and the family are
resources for support from family, supporting their child’s development
consistently and mutually supportive,
home, and community. over the long run. Learning about
then the child will develop skills that
children’s developing skills and
• Relationship skills are needed lead to greater confidence. As a
strengths will help parents recognize
to establish and maintain healthy result, the child will be better able to
and support progress. Moreover,
connections. They include actually engage in learning, dealing
researchers have found that
communicating clearly, listening successfully with all those distractions
embedding SEL programs within the
actively, and cooperating, as well that previously prevented it.
framework of a formal school-family
as resisting inappropriate social
partnership extends opportunities The magnitude of the challenge is huge.
pressure, negotiating conflict
for learning so that young people But the growing awareness of SEL’s
constructively, and seeking and
effectively apply their social- potential to address that challenge
offering help.
emotional skills in school, at home, should provide inspiration for us all.
• Responsible decision-making and in the community.
As British Professor Neil Humphry
makes possible constructive and
There are many evidence-based SEL noted, “SEL is currently the zeitgeist
respectful choices about personal
programs and strategies that can launch in education. It has captured the
behavior and social interactions
each child over the barricades that imagination of academics, policy-
based on ethical standards, safety
separate him or her from academic makers and practitioners alike in
concerns, social norms, and a
(and life) achievement. Decades recent years. To many, SEL is the
realistic evaluation of outcomes in
of research clearly demonstrate ‘missing piece’ in the quest to provide
a given situation.
that effectively implemented SEL effective education for all children and
It has been demonstrated programming significantly improves young people.”
convincingly that SEL skills can be children’s academic performance on
At a time when competition for
inculcated in students of all ages, standardized tests.
resources is fierce, there are few
especially through a variety of active,
Additionally, compared to control initiatives that can boast a record of
participatory, engaging methods that
groups, children who have success like SEL. As debate rages
range from mentoring to problem-
participated in SEL programs have on about what constitutes quality
solving modelling.
significantly better school attendance education, and concerns linger about
The key to fostering SEL is records, less disruptive classroom the performance of American children
collaboration among the following behavior, like school more, and compared to those elsewhere, it’s clear
key stakeholders: perform better in school. that SEL can have an important impact.
• School principals have the The research also indicates that While abundant data provide a firm
opportunity to lead in assessing children who have participated analytical rebuttal to those who
needs, marshaling resources, and in SEL programs are less likely question the need for SEL or its
working with teachers and others than children in control groups effectiveness, perhaps what we
to integrate SEL fully into the life of to be suspended or otherwise should also always remember is
the school. disciplined. These outcomes have that this movement is all about the
been achieved through SEL’s individual children whose lives hang
• Teachers are obviously crucial; they
impact on important mental health in the balance behind the data points,
are on the frontlines and are best
variables that improve children’s waiting for us to open the gates to
situated to enhance students’ social-
social relationships, increase their successful learning for each and
emotional competence, motivation
attachment to school and motivation every one of them.
to learn, and academic achievement
to learn, and reduce antisocial,
through their teaching and
violent, and drug-using behaviors.
management of classrooms each day.

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SEL Helps Enrich the World Our
Children Inhabit
Alonda Williams is Senior Director for Education at Microsoft. Passionate about technology,
social media, and marketing, she specializes in helping major brands connect more
deeply with their customers by marketing the right product at the right time to the right
audience through the right channel. In addition to Microsoft, she has worked with brands
such as Verizon Wireless, Qualcomm, Bertelsmann/BMG, Liz Claiborne, and Essence. She is
currently deeply immersed in helping K–12 and higher education institutions use technology
to improve learning. Through her publishing company, children’s books, and public service,
she has also created a personal platform around empowerment and building self-esteem
in girls.

By Alonda Williams I believe we need social-emotional classroom, at home, or in other social

Senior Director, Education learning (SEL) now more than ever. environments. Second, children
Microsoft who have been exposed to SEL
Kids today are bombarded at very
instruction and effectively trained
early ages with information and
educators can together achieve
situations that often invoke an
meaningful improvements in academic
emotional response. Situations can
performance.
originate from the media or from
individuals, and social media can be According to the Center on the Social
a positive or negative. and Emotional Foundations for Early
Learning (CSEFEL), which is focused
With increases in technology come
on promoting the social-emotional
increases in the speed at which
development and school readiness
information travels, as well as the
of young children from birth to age 5,
access afforded individuals who have
relationships—especially with nurturing
harmful intentions.
adults—can have a positive effect on
Fortunately, SEL provides the tools academic outcomes. When children
through which children learn to feel supported within their family as
appropriately manage and express well as in school they can be more
emotions. Additionally, it can help communicative, and this can result in
keep children safe in potentially improved academic performance and
dangerous situations. executive functioning. The role of SEL
is especially important in the family,
SEL also improves learning in two ways.
because it provides tools to improve
First, in younger age groups, SEL relationships and keeps children secure.
provides tools that allow children
Sadly, most people take SEL for
to focus more on instruction and
granted and assume these skills
less on social situations in the
are learned by children at home.
In addition, the implementation and
measurement of SEL is often seen
as difficult. But given that SEL is
“The bottom line is that SEL im­proves now included in the standards-based
academic outcomes, graduation rates, instruction mandated by many states
and districts, I believe schools are
test scores, and overall quality of life.” stepping up to take on
the responsibility.

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The components of an effective On a personal note, I take SEL and its
SEL program align nicely with the connective values very seriously. And
21st Century Skills Model, which that’s one of the reasons why I’m using
identifies the most important skills my influence to empower young girls to
children need to be successful live up to their full potential. My motto
in collegiate and contemporary in this area is: “Change a Girl, Change
workplaces. Chief among these the World.”
skills is collaboration.
Part of my vision is articulated in a
As the Partnership for 21st Century children’s book I wrote—Penny and
Learning states: the Magic Puffballs—which celebrates
the differences that make each of us
“Today’s life and work environments
unique while helping girls feel more
require far more than thinking skills
comfortable, confident, and secure in
and content knowledge. The ability
their skin.
to navigate the complex life and
work environments in the globally In the end, I agree with SEL’s most
competitive information age also ardent advocates, who believe that if
requires students to pay rigorous our children—both boys and girls—can
attention to developing adequate life feel better about themselves and what
and career skills, such as Flexibility they have to offer, their world (and ours)
and Adaptability; Initiative and Self- will be tremendously enriched.
Direction; Social and Cross-Cultural
Skills; Productivity and Accountability;
and Leadership and Responsibility.”
SEL helps reinforce all of this.
And the bottom line is that SEL
improves academic outcomes,
graduation rates, test scores, and
overall quality of life for those touched
by it. With research continuing to
show the benefits of SEL, government
officials should include SEL as a key
component of their education agenda.

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Social-Emotional Learning Readies
Children for Their Life Mission
Major General Paul D. Eaton is a retired United States Army general best known for his
command of operations to train Iraqi troops during Operation Iraqi Freedom. General
Eaton served in that capacity between 2003 and 2004, until he returned to the U.S. to
become Deputy Chief of Staff for Operations and Training, United States Army Training
and Doctrine Command, Fort Monroe, Virginia. He currently serves as Senior Adviser to
the National Security Network, a progressive Washington, DC, think tank that focuses on
foreign policy and defense issues.

By Paul D. Eaton I don’t have expertise when it comes It’s much easier to become a team-
Major General, Retired to early childhood education. But oriented soldier if you’ve learned how
United States Army I do know the downstream return to work well with others early on as
on investment when kids who have a child. This reinforces trust-based
received social-emotional learning relationships and the kind of emotional
skills become adults—and it’s a much maturity we are seeking as we build
more productive and peaceful society. and prepare the 21st-century armed
In fact, a modest investment during forces in our country.
a child’s early life yields tremendous
Preventing Negative Experiences and
societal benefits later on.
Emotions
This is welcome news for those of us In the United States, we can vastly
in the military who are dedicated to improve our society if we start teaching
mission readiness, because it means children valuable social and emotional
there will be more viable young men skills as early as possible—the sooner
and women who can serve their the better.
country in all capacities.
Kids are such quick learners. I see
Trusted Relationships that whenever I go into my grandson’s
When you’re training young adults to pre-kindergarten classroom. The
become soldiers, you have to develop three, four, and five-year-olds are so
three key components. First, physical bright and so engaged. It’s a delightful
fitness, which reinforces confidence; age, and we owe it to them—and
then military skill sets, so they serve ourselves—to make sure they have all
effectively; and, finally, what some call the opportunities to become socially
the “moral” component, or the ability to and emotionally adept.
work as a trusted and trusting member
Solid, Sturdy, and Sensitive SEL
of a team that also trusts the chain of
I’m not saying that the military is the
command and the Constitution.
only model for our children and our
society; not at all. But I am saying that
the future of our kids will be greatly
“It’s much easier to become a team-oriented enriched and enhanced if we infuse
soldier if you’ve learned how to work well their earliest years with sensitive and
thoughtful skills that will help them
with others early on as a child.” develop into a healthy, connected, and
constructive generation of adults.

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Leaders with Social-Emotional
Learning Skills Are a Force for
Global Good
Matt Segneri, Director of the Social Enterprise Initiative (SEI) at Harvard Business School,
has a broad range of leadership experience in the private, public, and nonprofit sectors,
most recently at Bloomberg Philanthropies in New York, where he was a senior leader
on the Government Innovation team. From 2010 to 2012, Segneri was an advisor to the
then-mayor of the City of Boston, Thomas M. Menino. An honors graduate of Harvard
College (2004), where he majored in psychology, with additional studies in economics and
government, Segneri spent four years (2004–2008) as a consultant at the Monitor Group
in its New York and Cambridge, Massachusetts, offices before entering Harvard Business
School, where he received an MBA.

By Matt Segneri I worked in the public, private, and empathy, and the ability to self-manage
Director, Social Enterprise Initiative (SEI) nonprofit sectors before returning to emotions—especially in conflict
Harvard Business School Harvard Business School and assuming situations, during crises, and when
my current responsibilities. And over under pressure.
those years, I was struck by the extent
Leadership today requires empathy
to which CEOs and leaders of large
to attract, nurture, and retain the best
organizations truly needed social-
talent, and to meet stakeholders and
emotional learning (SEL) skills in order
customers where they are. Empathy
to fulfill their potential and achieve
is a skill that yields better choices and
results for those they served.
decisions—based on the needs of
SEL is especially valuable for leaders others and the needs of the community.
who are in challenging people
People all over the world are yearning
or workforce situations. If you’re
for this kind of leadership right now,
leading a private-sector company
where the person responsible for an
today, for example, you have to
organization is sincerely engaged and
build relationships with demanding
operating as his or her best self.
customers as well as employees who
are trying to come to terms with the On a more pragmatic and micro level,
broad and sweeping transformation leaders without social-emotional skills
to an information economy. If you’re simply can’t motivate or inspire people
a mayor running a city, you have to to collaborate and partner in order to
establish connective bonds with a get things done. When you analyze
diverse cross-section of citizens. how the world works today, it’s all about
trust and open, honest communication,
This type of 21st-century leadership
such as inclusive discussions and
requires self-awareness, authenticity,
conversations between people who
may be in the same office cubicle
or across the ocean and continents
“Twenty-first century leadership requires away. Having SEL competency is a
self-awareness, authenticity, empathy, and the prerequisite for making these dialogues
productive and successful.
ability to self-manage emotions—especially in Helping to educate and develop
conflict, during crises, and under pressure.” leaders with these social-emotional
skills is infused throughout our

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curriculum and community at Harvard The purpose of ALD is to enable
Business School (HBS). students to embark on paths of
personal leadership development.
One of our faculty members—Bill
ALD demands introspection, curiosity,
George (HBS ’66), professor of
and reflection from students, as well
management practice and the former
as vulnerability and openness to
CEO of Medtronic—has really built out
share in class discussions, leadership
our work on authentic leadership. He’s
discussion groups, and one-on-one
written two important books on the
sessions with peer mentors and the
topic—Authentic Leadership and True
professor.
North. He’s also published a seminal
article (along with Peter Sims, Finally, the HBS executive education
a management writer and entrepreneur, program offers a weeklong immersion
and Andrew N. McLean, a research in authentic leadership (www.exed.hbs.
associate at Harvard Business edu/programs/ald/Pages/curriculum.
School) that explains how the best aspx). Bill George currently teaches in
leaders channel their own personal this program.
transformative experiences to access
Empathic and emotionally mindful
the strength and wisdom they need to
leadership in business, government,
help the employees, constituents, or
and the nonprofit sector is a
communities they serve.
tremendous force for good all over
As Ann Fudge (HBS ’77), a member of the world today. And more than ever,
several corporate boards and a former our leaders must serve as vital and
CEO of Young & Rubicam Brands, told connected role models for people
George and his associates: “All of us everywhere if we’re really committed
have the spark of leadership in us, to prosperity, harmony, and an enriched
whether it is in business, in government, quality of life in the 21st century.
or as a nonprofit volunteer. The
challenge is to understand ourselves
well enough to discover where we can
use our leadership gifts to serve others.”
HBS also offers a course on Authentic
Leadership Development (ALD)
(www.hbs.edu/coursecatalog/2090.html).
The course was originally developed
by Bill George; it was once taught by
the present dean of HBS, Nitin Nohria;
and it’s currently taught by Professors
Scott Snook and Tom DeLong.

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We Need to Educate Our Children’s
Hearts and Minds
Meria Joel Carstarphen, EdD, is Superintendent of Atlanta Public Schools. She brings
to Atlanta an impressive record in transformative educational leadership that has led to
significant student performance gains. Dr. Carstarphen has nearly 20 years of education
and experience in diverse, major metropolitan public school districts, including Austin,
Texas; Saint Paul, Minnesota; and the District of Columbia. She leads and provides
oversight to Atlanta’s 50,000 students; 6,300 employees; and 106 learning sites with a
nearly $1 billion annual budget. Dr. Carstarphen earned a doctorate in administration,
planning, and social policy, with a concentration in urban superintendency, from the
Harvard Graduate School of Education. She also received a bachelor of arts in political
science and Spanish from Tulane University and master of education degrees from Auburn
University and Harvard University.

By Meria Joel Carstarphen “Educating the mind without educating • Academic achievement, which
Superintendent the heart is no education at all.” This involves rigorous course work, high
Atlanta Public Schools is just as true today as it was when expectations, and success in grades,
Aristotle taught it more than 2,000 accountability, and testing
year ago. And so, social-emotional
• Practical skills and rich experiences,
learning (SEL) enables us to educate
which brings in co-curricular activities
students in whole-child development.
like the fine arts, athletics, world
As superintendent of an urban district, languages, and exposure to
I recognize that many of our students career and technical educational
come to us without the necessary environments
social-emotional skills they need to
• Authentic engagement for all that
become productive adults in a world
promotes fairness, goodwill, and
that is increasingly becoming smaller
well-being
and flatter. Since these skills can be
taught, I feel it is imperative that we SEL supports all three of these pillars
as educators do more to teach self- by teaching students goal-setting
management, relationship building, and communication skills for college,
cooperation, and conflict resolution. teamwork and problem-solving skills
to use in a career, and empathy and
From my perspective, I am responsible
emotion-management skills to use
for ensuring our public school system
throughout their lives.
provides the type of education that is
good for all students, and not just some, SEL is the process through which
and that requires a balance of three children and adults acquire the
things—it’s a third, a third, and knowledge, attitudes, and skills they
a third: need to recognize and manage their
emotions, demonstrate caring and
concern for others, establish positive
relationships, make responsible
decisions, and handle challenging
“SEL is not an add-on but a core component situations constructively.

of how we approach teaching and learn­ing As students acquire social-emotional

skills, they become more focused on
in our schools.” academics and learn to manage all
of the other noise around them. SEL

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anchors you in your own behavior so I think we need to do a better job of to be better people than we ever were.
that you can do more and learn more ensuring that parents, schools, and They need to have hope and believe
without being as distracted from the communities understand that SEL is they can succeed. They need to have
educational process. not an add-on but a core component healthy relationships with others and a
of how we approach teaching and better sense of self. We must provide
The Collaborative for Academic, Social,
learning in our schools. them with a suite of tools including
and Emotional Learning (CASEL),
organization and time management
which works on SEL at a national In the Atlanta Public Schools, our
and social-emotional skills to succeed
level, conducted a meta-analysis in mission is this:
in education or workplace settings. We
2011 and found that systematic SEL
“With a caring culture of trust and can do this. We must do this.
implementation with fidelity led to a
collaboration, every student will
9-percentage-point drop in problem But this fundamental shift in public
graduate ready for college and career.”
behaviors, a 9-percentage-point education is not going to happen with
increase in prosocial skills (meaning An essential part of this mission is to just a few school districts like Atlanta
managing emotions and conflict create that caring culture by teaching aligned with a foundation focused on
appropriately), and an 11-percentage- our adults the SEL skills they need such instruction. It has to be a national
point increase in reading and math in order to be able to have healthy movement with national leaders.
standardized test scores. interactions with students and then
I think about what it would take for
help our students build those skills in
Relationships are at the core of SEL— SEL to become part of a national shift
their own lives.
relationships with others, but also, in public education. I see parallels
equally important, relationship with SEL lays the foundation when done with the civil rights movement. The
self. If you think about it, successful well and with fidelity. It supports shift away from a culture of punitive
navigation in life (career, marriage, skills all of us need to be successful, testing to a focus on the whole child
partnerships, family, and friends) happy, productive, and well-adjusted is a fundamental transformation in
is about our ability to successfully adults. SEL skill sets are often thought education and will require national
manage relationships. External SEL of as those “soft skills” many of us leaders and large-asset foundations
skills as simple as picking up on social of a certain generation received to light the fire and make it happen.
cues and internal SEL skills such as from our parents and grandparents.
And if there are those who are still
being able to regulate our emotions in Unfortunately, our students don’t
not convinced given the evidence
the face of stresses we encounter are all come to school with these skills.
that SEL is core to child development,
important skills to have. Many of the students in Atlanta
tangible financial benefit has also
Public Schools are economically
In my own SEL training, I learned about been documented. A recent report
disadvantaged. Many come from
the distinctive differences between from the Columbia Teachers College,
situations of living with chronic stress,
transactional behaviors or interactions The Economic Value of Social and
meaning that, for them, elevated levels
and strong relationship management. Emotional Learning, reveals a very
of cortisol are normal, and they remain
Strong relationships happen as a result real economic benefit from SEL, which
in the “fight, flight, or freeze” mode all
of having quality exchanges, quality could be seen in the research even
the time.
time, and frequency. when controlling for the obvious
The good news is that research has benefits of preparatory work for
But equally important is the relationship
shown SEL skills—the ability to manage college and career.
with self. As you learn to control your
your emotions and actions, develop
emotions and deal with issues both Simply put, there is no downside.
good relationships, and make good
external and internal, you become
decisions—can be taught. I have worked In general, people who are mentally
better prepared to handle personal
with students from all ages, focusing on and emotionally healthy, and who have
stress, anger, and other emotions and
everything from learning methods to productive and enriching lives, put less
distractions.
calming down to getting the energy and stress on our health care systems, our
Having said that, I think there is some gumption to finish their school work and workforce gaps, our schools, and even
confusion around what SEL is all about achieve their goals. Atlanta’s students— our criminal justice systems. Imagine
and its importance to learning and child and those across the country—can the possibilities when fewer people
development. There are varied SEL- master these skills and become change have the need to access supports or
type programs and strategies that have agents for their communities. make their way through these systems.
SEL components, such as character It’s a mind shift that sounds simple and
As educators, it is our moral imperative to
education, which can cause confusion; workable if we simply make it a priority.
produce well-rounded citizens. We must
so we have to do a better job of The return-on-investment is there.
ensure that our little people become big
explaining the full concept.
people who have the smarts and hearts

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Teaching Social-Emotional Skills Has
Made a Dramatic Difference in
Students’ Lives
R. Keeth Matheny, a former college football coach, is now a teacher and instructional
coach in the Austin (Texas) Independent School District. He has helped develop a highly
acclaimed course for freshmen students—Methods for Academic and Personal Success
(MAPS)—which features a curriculum he has co-authored, “School-Connect.” The course
and curriculum focus on an engaging and collaborative environment to teach and practice
social-emotional skills.

By R. Keeth Matheny All students need social-emotional Methods for Academic and Personal
Teacher learning (SEL), and they need it Success (MAPS)
Austin (Texas) Independent School District desperately, because there’s simply This is why I teach a course for
not enough instruction for kids in freshmen, most of whom are labeled
schools on how to make life work. “at risk,” at a large urban high school
in Austin, Texas. The course is called
We work so hard to teach reading,
“Methods for Academic and Personal
writing, arithmetic, and science, but
Success.” I help students learn how to
how many of our students will ultimately
organize their time and study, as well
end up being scientists? On the other
as how to manage their emotions and
hand, every kid in science class will
build healthy relationships so they can
have to find ways to move successfully
better navigate and connect with the
through life.
world around them. It’s all skill-based.
Avoiding Destructive Behavior And these are not “soft skills.” In my
Emotional skills—like expressing opinion, these are the most critical
empathy, managing unhealthy skills for students’ immediate and
emotions, and inducing positive long-term success.
emotions—are critical for dealing
Why Are Kids Disconnected Today?
with life. Most of the biggest mistakes
To be honest, no one really
we make in life are when we are
completely knows why kids seem so
“emotionally hijacked.” If kids grow
disconnected today, but there are
up lacking these emotional skills,
plenty of conditions in today’s culture
we’re going to see increasingly
that point to likely theories.
negative and unproductive—even
destructive—behavior in our schools Adults work long hours to pay the bills;
and communities. there are many single-parent homes; but
there’s also an overload of technology
bombarding our kids. Some children
“Over the last four years, we’ve been able experience more screen interaction than
personal interaction. The blooming rose of
to reduce academic failures by 41 percent technology has real thorns when it comes
and discipline problems by 71 percent in our to social-emotional skills. If our kids don’t
get sufficient human interaction, they
freshman class.” won’t have the opportunity to build social-
emotional skills.

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Applied Skills Really Matter in the Reducing Academic Failure and
Workforce Discipline Problems
Looking out beyond the school years, Over the last four years, we’ve been
I believe MAPS is helping our students able to reduce academic failures by 41
get ready for the 21st-century workforce, percent and discipline problems by 71
which increasingly depends on percent in our freshman class.
applied skills as much as, or more than,
Dr. Melvin Bedford, an assistant
knowledge-based skills. If you really
principal who is very involved with the
boil it down, most people are hired
program at our school, is a huge fan.
for their ability to make a professional
“This program has changed my job,”
first impression and demonstrate work
he says. “I used to deal with three to
ethic; and most people are fired for their
four freshman discipline referrals a day,
inability to get along with others. These
and now I often go three to four days
are skills that must be taught.
without a referral.”
SEL—the Data and Results
The rigor in this course is not the
Being taught social-emotional learning
material itself; it’s the internalization and
skills in school has had a dramatic
application of the material that makes it
impact on students’ lives, and there is
challenging and effective. Students and
national data to prove it.
their parents regularly report that the
A recent meta-analysis of 213 school- application of a lesson or skill from class
based studies involving over 270,000 has enhanced their academic success
students (Durlak, Weissberg, Dymnicki, and improved their relationships.
Taylor, & Schellinger, 2011) found that,
For me, personally speaking, that’s
compared to controls, SEL participants
very rewarding.
demonstrated significantly improved
social-emotional skills, attitudes,
behavior, and academic performance
that reflected an 11-percentile-point
gain in achievement.
Meanwhile, we did an analysis at our
school four years ago and found that
over 60 percent of academic failures
and over 60 percent of discipline
problems were lodged squarely
in the freshman class. These were
clearly young people entering a new
educational world—kids who obviously
needed guidance and help. So as
educators, we knew we had to do
something meaningful and substantive.
And that’s when MAPS and SEL made
their way into our classrooms and
became a vital part of the overall
educational picture for us.
The results have been impressive, to
say the least.

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.

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Schools Should Be More Proactive and
Preventive in Helping Students with
Behavioral Issues
Andria Amador is Assistant Director of the Boston Public Schools Behavioral Health
Services. She’s served in this position since 2007. Prior to this, she was a school
psychologist for the Boston Public Schools. She earned a certificate of advanced graduate
study in school psychology from Northeastern University and has a bachelor of science in
special education and teaching from the University of Maine at Farmington. She is currently
pursuing a doctoral degree in organizational leadership at Northeastern University. Andria is
proud to serve as the president of the Massachusetts School Psychology Association.

By Andria Amador School psychologists have historically In addition to SEL for behavioral skills,
Assistant Director had a limited role, generally focusing we also employ Positive Behavioral
Behavioral Health Services on student eligibility for special Interventions and Supports (PBIS)
Boston Public Schools education programs. to create a strong and constructive
culture in our schools and the Behavior
But we’ve begun changing that in the
Intervention Monitoring Assessment
Boston Public Schools so that we can
System (BIMAS) to track our programs
concentrate our energy on preventing
and perform behavioral screening for
behavioral issues from taking hold and, if
all students.
they do take place, intervening early on.
Behavioral screening is especially
In our efforts to meet the needs of
important. We screen kids academically
our students, we’ve also developed
all the time, but only 2 percent of
a Comprehensive Behavioral Health
all schools in the U.S. do formal and
Model (CBHM) that is being used in 40
preventive behavioral screenings. The
of our schools. All 40 schools deploy
other 98 percent wait until behavioral
social-emotional learning (SEL) and a
issues start affecting the child’s
majority of them are using the Second
performance and well being in school.
Step program.
At that point the child is either failing or
We strongly believe we need to teach has been sent to the principal’s office.
social and emotional skills as intensively
One of the problems with this
and purposefully as we teach reading
approach is that we’re finding boys
and math. SEL skills lead to greater
of color are over-represented when
academic and life success for children.
it comes to acting out, discipline,
These skills also teach perseverance,
or disruption problems; and girls
which helps keep kids in school and
are under-represented. And so are
enables them to push through the tough
all the kids who are depressed or
times all adults experience.
internalizing anxiety.
A better approach is to find the kids
who need help early and then get
“The sooner we start working with students them help—before the problems
mushroom, and in order to limit the
who are hurting, the better off they’ll be.” number of children who are struggling
within the school environment.

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This new paradigm has proved very For their part, insurers need to
effective. Data from 30 of our CBHM help support school-based mental
schools reinforce the hypothesis that health partnerships and improve
improved student behavior improves reimbursement rates for group
test scores and lowers suspensions. therapy for students, which is one of
And when suspensions decrease, the important ways we help create
engagement and learning generally a positive environment for kids in
increase. At Brighton High School, for our schools.
example, we have seen a 44 percent
The truth is we’re too reactive when
decline in suspensions, which is
it comes to helping children with
extremely encouraging.
behavioral issues in the classroom.
Despite these strong trend lines, a We need the resources that will allow
huge issue for us right now is finding us to be proactive and preventive.
funding that will allow us to expand The sooner we start working with
CBHM to additional schools and to form students who are hurting, the better
additional mental health partnerships off they’ll be—and the better our
in the community. We’ve been so schools will become.
fortunate to have rich, meaningful, and
sustained partnerships with the Boston
Children’s Hospital and the University
of Massachusetts (Boston) School
of Psychology. But we need other
relationships like this to better serve
our students.
We also must help elected official
understand that schools need funding
based on their students’ mental health
needs. The funding for mental health
currently goes to behavioral health
providers in hospitals and community
organizations—not to schools, where
it’s also required. This lack of funding
works against us when we’re trying to
create alliances in the community.

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Why Companies Should Enhance and
Enrich Their Employees’ Social-
Emotional Skills
Reed Koch is President of the Committee for Children Board of Directors. He joined the
board in 2006. He is the former general manager of Assistance Platform at Microsoft. He
was also general manager of FrontPage Windows, SharePoint Services, and PhotoDraw at
Microsoft. In addition, he served as group program manager, group product planner, and
product manager of Microsoft Word. He holds a bachelor of science in liberal arts with a
major in mathematics from Reed College.

By Reed Koch I believe the private sector should join and accomplished nothing? And who
President, Board of Directors educators and families by supporting and hasn’t seen a company pay the price of
Committee for Children offering social-emotional learning (SEL). a bully pushing through his or her idea
of what was best?
One reason for companies to get
involved in SEL, of course, is financial So there is a definite cost to not having
self-interest. people who are reasonably grounded
in social-emotional learning.
An Emotionally Intelligent Workforce
Companies know that the route to How Companies Can Help Employees
success today depends in large part with SEL
on a workforce with as much emotional The issue is how companies can
intelligence as possible. This is a enhance and enrich the social-
key driver for increased productivity, emotional skills of their employees.
innovation, and growth. It’s also the
Companies like Microsoft, my old
way enterprises can help employees
employer, for instance, are not going
collaborate better and faster in a
out and aggressively hiring people
competitive global economy that
who have completed formal SEL
increasingly requires flexibility and
training programs. Instead, they’re
sophisticated teamwork.
often looking for people who have
It’s also clear that corporate engineering degrees or MBAs, to
performance suffers when there is give just two examples of sought-
a dysfunctional culture that permits after professional credentialing.
social-emotional conflict among
And I don’t think we’re seeing
employees to disrupt projects,
the boards of directors at most
programs, and plans. Who hasn’t been
companies saying, “We need a
in a meeting that felt like a family fight
management team that has an array
of finely-tuned social-emotional
learning skills running our business.”
“Companies know the route to success today Sensitizing Company Cultures
depends in large part on a workforce with as However there’s a lot of social-
emotional education being injected
much emotional intelligence as possible.” into corporate America’s business
bloodstream these days. And it’s

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coming from human resource And as another part of this research,
departments, change-management we need to ascertain the most effective
teams, and enlightened executives social-emotional behaviors corporate
who are trying really hard to sensitize leaders must demonstrate in order to
company cultures to help stimulate and drive their organizations forward.
deliver hard financial results.
Human nature is, to a large degree,
In many cases, this knowledge is being qualitative. But I believe we can
plucked by consultants from a wide set help companies perform better if we
of readily available offerings. Indeed, if can find ways to gather and assess
you survey the literature, you’ll see that more meaningful and hard-edged
it’s thick with books on how to improve quantitative data about social-
performance by improving social- emotional behavior in the workplace.
emotional skills.
Healthier Workplaces and a Healthier
I think this is a constructive beginning. Society
But we need to go further. In the end, the question is whether
healthier workplaces will lead to a
New Data-Driven SEL Research
healthier society and a dramatically
Needed
changed world.
If possible, we need to use data
to analyze and understand the I believe the answer is yes, but only
correlation between better SEL time will tell.
skills and increased profitability or
shareholder value.
As part of this data-driven research, we
also need to identify the specific social-
emotional behaviors among corporate
employees and teams that most affect
company performance—both positively
and negatively.

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Social Emotional Learning Helps
People Feel a Deep Sense of
Satisfaction About the World
Dan Kranzler has been a managing partner of eFund LLC, a venture fund that invests
in wireless and technology startups, for the past 15 years. Profits from the fund go to
children’s charities through the Kirlin Charitable Foundation, which he founded with his
family. The goal of the Kirlin Charitable Foundation and its offshoot, Seeds of Compassion,
is to have a global society that is identified first and foremost by the grace of its empathy
and compassion.

By Dan Kranzler For the last 15 years, our family When we add an understanding of their
Founder foundation, the Kirlin Charitable emotions—how to identify, regulate,
Kirlin Charitable Foundation Foundation, has been working with and express them—the result is they
and on the concept of social-emotional feel the world is interconnected and
learning (SEL), which we call Seeds of worth living in.
Compassion.
Our goal is helping people achieve
At first, people weren’t very clear about happiness so they can develop and
SEL. Today most people know what it fulfill their potential. If we’re happy with
means, and a general appreciation is who we are, where we are, and where
growing for its critical role and benefits. we fit in, there is joy. And if there’s
The real sense of SEL’s value is being joy, we’re interested in doing the right
understood and employed at all levels things; we’re also feeling connected to
from early learning through schools and and interested in the world and people
on to business. around us.
SEL is reflected in the regional We have a great deal more information
programs of Kirlin and the Seeds of that can guide us toward a whole and
Compassion organization. Its focus is happy life today than we did in the
to help bring children up, beginning at past. We also understand the benefits
birth, with a deep sense of attachment from this—the reduction in anxiety
and connection to family, and and stress, for example. And it’s clear
expanding this attachment to friends that how we view our circumstances
and community through strong social- and react to them, and how we see
emotional foundations. This means ourselves contributing to society,
making sure kids have an awareness community, family, or a company, helps
of being safe, being loved, belonging, determine our sense of well-being.
and how they fit into their environment.
We may know more today, but it’s
still not always easy to achieve that
sense of interconnection and well-
“People with social-emotional skills are the being. Part of the reason is that we’re
kind of people that most businesses need spending less time with our families,
less time in our communities, and less
and want to hire.” time in places of faith. Technology,
which is a good and connective thing

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on one level, has, ironically, also Open people with social-emotional
gotten in the way of our ability to skills are the kind of people that most
connect on a human level. As a result, businesses need and want to hire.
it’s often harder to understand each This is how the best collaboration,
other and ourselves. creative thinking, and problem solving
gets unlocked.
One of the only institutions left that can
really help is our schools. Unfortunately, Of course, companies have to have
though, so many children are starting social-emotional practices, too. This is
school at the kindergarten level part of “conscious capitalism” (another
unprepared. Maybe they haven’t been long and interesting subject), with the
read to; maybe they’re word-deficient; objective to make employees feel
or maybe they live in a world of stress listened to, comfortable, secure, valued,
and are anxious and have trouble and respected.
relating to others.
If we can have compassionate
The good news is that schools, schools, we can have compassionate
and specifically teachers, can help communities, companies, and society.
by employing SEL, teaching with In all cases, social-emotional learning
compassion and care, and making can help enrich people. And if students
sure every child has the foundations and employees can feel a deep sense
to understand and regulate emotions, of satisfaction with the world in which
communicate, and respect his or they live, then that world is going to
her peers in the classroom and be a much better place for all of us in
beyond. Children have a tremendous the end—a world identified first and
social capacity. But they need help foremost by the grace of its empathy
developing it and staying open so and compassion.
they can become confident learners
and, ultimately, successful and well-
adjusted adults.

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