21 mm 216 x 140 mm

PSYCHOLOGY/Assessment, Testing & Measurement

Black
A robust and comprehensive description and implementation
roadmap of SEL across all levels of your school’s curriculum

I
Essentials

Essentials of Social Emotional Learning (SEL)

n Essentials of Social Emotional Learning (SEL): The Complete Guide for Schools
and Practitioners, learning expert and advocate Donna Black delivers a rigorous and
compelling case for the adoption of crucial SEL components in your school, as well
as a step-by-step guide to its implementation.
The book walks readers through every step of understanding, designing, implementing,
and measuring an SEL program designed to create lasting and powerful change for your
students. The author describes strategies to engage students with relationships and

of Social Emotional
instruct them in core skills.
Essentials of Social Emotional Learning (SEL) also explores:

Learning (SEL)
• The emergence of social emotional learning as a world phenomenon, including
key definitions, critical areas of competence, historical influences, and the role of
emotional intelligence in SEL
• A rigorous review of current problems in education addressed by SEL, as well as
the latest empirical support and validation for the model
The Complete Guide for Schools and Practitioners
• A description of SEL as a sustainable framework for success, including a Provides a practical and comprehensive look at the
multi-phase guide to a whole-school implementation of SEL complete with tools,
evidenced support for SEL in schools and communities
templates, and checklists
A start-to-finish roadmap on the implementation of social emotional learning in schools Examines issues in education that often lead to
of all sizes, Essentials of Emotional Learning (SEL) is a must-read resource for school inequities and create barriers to learning for
administrators, teachers, and parents of school age children with an interest in addressing
many students
the barriers often faced by students.
Addresses learning from a whole-child perspective
DONNA LORD BLACK is a nationally recognized expert in social emotional learning (SEL)
and extends the domains of learning beyond that
and social emotional character development (SECD). For fifteen years, she has provided
field-based consultation and training on SEL and SECD and promotes implementation
of academic achievement
of the disciplines across all areas of education. She is President of the Social Emotional
Learning Alliance for Texas (SEL4TX) and is a faculty member at the Academy for SEL
Includes the tools needed to guide schools through
in Schools. She frequently speaks and presents on the subject of SEL and SECD at the a multi-phased, systemic approach to whole-school
local, state, and national level. implementation of SEL
A companion website with additional resources is available at
www.wiley.com/go/black/essentialsofsel
Donna Lord Black
Visit us on the Web at: www.wiley.com/essentials
Cover Design: Wiley
Cover Image: © Greg Kuchik/Getty Images Alan S. Kaufman & Nadeen L. Kaufman, Series Editors
Essentials of Social Emotional
Learning (SEL)
Essentials of Psychological Assessment Series
Series Editors, Alan S. Kaufman and Nadeen L. Kaufman

Essentials of 16PF® Assessment Essentials of Dyslexia Assessment and Intervention

by Heather E. P. Cattell and James M. Schuerger by Nancy Mather and Barbara J. Wendling
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Identification
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Assessment
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by Maureen M. Black and Kathleen Matula
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by Michael C. Ramsay, Cecil R. Reynolds, and R. W.
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Kamphaus
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Edition by Robert P. Archer and Radhika Krishnamurthy
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by Elizabeth O. Lichtenberger, Debra Y. Broadbooks, and Second Edition
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by James C. Kaufman, Jonathan A. Plucker, and John
by Nancy Hebben and William Milberg
Baer
Essentials of Nonverbal Assessment
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by Steve McCallum, Bruce Bracken, and
by Dawn P. Flanagan, Samuel O. Ortiz, and Vincent C.
John Wasserman
Alfonso
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by Ron Dumont, John O. Willis, and Colin D. Elliott by Leslie C. Morey
Essentials of Planning, Selecting, and Tailoring Interventions Essentials of WAIS®-­IV Assessment, Second Edition
for Unique Learners by Elizabeth O. Lichtenberger and Alan S. Kaufman
by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn
Essentials of WISC®-­IV Assessment, Second Edition
P. Flanagan
by Dawn P. Flanagan and Alan S. Kaufman
Essentials of Processing Assessment, Second Edition
Essentials of WISC-­V® Assessment
by Milton J. Dehn
by Dawn P. Flanagan and Vincent C. Alfonso
Essentials of Psychological Assessment Supervision
Essentials of WISC-­V Integrated Assessment
by A. Jordan Wright
by Susan Engi Raiford
Essentials of Psychological Testing, Second Edition
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by Fredrick A. Schrank, Scott L. Decker, and John M. Garruto
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by Amanda M. VanDerHeyden and Matthew K. Burns
by Nancy Mather and Barbara J. Wendling
Essentials of Rorschach® Assessment
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by Tara Rose, Michael P. Maloney, and Nancy Ka­ser-­
by Lisa Whipple Drozdick, James A. Holdnack, and
Boyd
Robin C. Hilsabeck
Essentials of Rorschach Assessment: Comprehensive System
Essentials of WNV™ Assessment
and R-­PAS
by Kimberly A. Brunnert, Jack A. Naglieri, and Steven
by Jessica R. Gurley
T. Hardy-­Braz
Essentials of School Neuropsychological Assessment, Third
Essentials of Working Memory Assessment and Intervention
Edition
by Milton J. Dehn
by Daniel C. Miller and Denise E. Maricle
Essentials of WPPSI™-­IV Assessment
Essentials of Specific Learning Disability Identification,
by Susan Engi Raiford and Diane L. Coalson
Second Edition
by Vincent C. Alfonso and Dawn P. Flanagan Essentials of WRAML2 and TOMAL-­2 Assessment
by Wayne Adams and Cecil R. Reynolds
Essentials of Stanford-­Binet Intelligence Scales (SB5)
Assessment Essentials of Treatment Planning, Second Edition
by Gale H. Roid and R. Andrew Barram by Mark E. Maruish
Essentials of TAT and Other Storytelling Assessments, Second Essentials of the California Verbal Learning Test
Edition by Thomas J. Farrer and Lisa Whipple Drozdick
by Hedwig Teglasi Essentials of Psychological Tele-Assessment
Essentials of Temperament Assessment by A. Jordan Wright, Susan Engi Raiford
by Diana Joyce Essentials of Social Emotional Learning (SEL): The
Essentials of Trauma-­Informed Assessment and Interventions Complete Guide for Schools and Practitioners
in School and Community Settings by Donna Lord Black
by Kirby L. Wycoff and Bettina Franzese
Essentials
of Social Emotional
Learning (SEL)

The Complete Guide for Schools and Practitioners

Donna Lord Black

Assessment Consultant at Western Psychological Services, President of the Social-­Emotional
Learning Alliance for Texas, and Former Appointed Member of the Texas State Board of
Examiners of Psychologists (TSBEP), Frisco, Texas, USA
This edition first published 2022
© 2022 John Wiley & Sons, Inc.

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Library of Congress Cataloging-­in-­Publication Data

Name: Black, Donna Lord (Psychologist), author.

Title: Essentials of social emotional learning (SEL) : the complete guide
for schools and practitioners / Donna Lord Black.
Description: Hoboken, NJ : Wiley, [2022] | Series: Essentials of
psychological assessment series | Includes bibliographical references
and index.
Identifiers: LCCN 2021028407 (print) | LCCN 2021028408 (ebook) | ISBN
9781119709190 (hardback) | ISBN 9781119709237 (adobe pdf ) | ISBN
9781119709220 (epub)
Subjects: LCSH: Affective education. | Social learning.
Classification: LCC LB1072 .B63 2021 (print) | LCC LB1072 (ebook) | DDC
370.15/34–dc23
LC record available at https://lccn.loc.gov/2021028407
LC ebook record available at https://lccn.loc.gov/2021028408

Cover Design: Wiley

Cover Image: © Greg Kuchik/Getty Images
Set in 10.5/13pt Adobe Garamond Pro by Straive, Pondicherry, India

10 9 8 7 6 5 4 3 2 1
CONTENTS

Prefaceix

Acknowledgmentsxi

Introductionxiii

About the Companion Website xv

Section I Emergence of Social Emotional Learning (SEL)

as a World Phenomenon 1

One Defining Social Emotional Learning (SEL)

and the Critical Areas of Competence 3

Two Historical Influences on the Emergence of SEL29

Three Emotional Intelligence and its Role in SEL57

Section II SEL – The Missing Link in Education 83

Four Current Challenges in Education 85

Five Evidenced Support for SEL 125

Six Making the Case for SEL 159

vii
viii CONTENTS

Section III SEL as a Sustainable Framework for Success 213

Seven Getting Started: A Multiphase Approach to

Whole-­School Implementation of SEL215

Eight Tools, Templates, and Checklists 267

Nine Aligning SEL Assessment With Instruction

and Curriculum335

Ten SEL: A Roadmap for a World at Hope 383

Index407
PREFACE

I
n the Essentials of Psychological Assessment Series, we have attempted to
provide the reader with books that will deliver key practical information in
the most efficient and accessible style. Many books in the series feature spe-
cific instruments in a variety of domains, such as cognition, personality, educa-
tion, and neuropsychology. Books like this Essentials of Social Emotional
Learning (SEL), focus on crucial topics for professionals who are involved with
any aspect of assessment and intervention with school-­age children. For the expe-
rienced professional, books in the series offer a concise yet thorough review of a
test instrument or a specific area of expertise, including numerous tips for best
practices. Students can turn to series book for a clear and concise overview of the
important assessment tools, and key topics, in which they must become profi-
cient to practice skillfully, efficiently, and ethically in their chosen fields.
Wherever feasible, visual cues highlighting key points are utilized alongside
systematic, step-­by-­step guidelines. Chapters are focused and succinct. Topics are
organized for an easy understanding of the essential material related to a particu-
lar test or topic. Theory and research are continually woven into the fabric of
each book, but always to enhance the practical application of the material, rather
than to sidetrack or overwhelm readers. With this series, we aim to challenge and
assist readers interested in psychological assessment to aspire to the highest level
of competency by arming them with the tools they need for knowledgeable,
informed practice. We have long been advocates of “intelligent” testing-­the
notion that numbers are meaningless unless they are brought to life by the clini-
cal acumen and expertise of examiners. Assessment must be used to make a dif-
ference in the child’s life or adult’s life, or why bother to test? All books in the
series-­whether devoted to specific tests or general topics-­are consistent with this
credo. We want this series to help our readers, novice, and veteran alike, to ben-
efit from the intelligent assessment approaches of the authors of each book.

ix
x PREFACE

In Essentials of Social Emotional Learning (SEL), the author captures the

essence of why SEL is not only important, but necessary in preparing students for
a future that envisages far more than academic achievement. Donn Black-­a
national expert on SEL, a long-­time public servant, and a school practitioner
with extensive knowledge and experience in the educational systems-­offers a
comprehensive approach to SEL that examines the logic for it in schools, the
underpinnings of successful implementation (including the role of assessment
and data), and the evidence that supports SEL as a positive and sustainable
approach to educational reform.
This book is grounded by an exhaustive review of the research and science on
SEL, children’s mental health, and the neuroscience of learning. It examines the
far-­reaching implications of issues that have long plagued our educational sys-
tems, including the barriers to learning that have led not only to underachieve-
ment, but to gross inequities and injustices as well. The book covers these issues
and more, and asserts that SEL can be the great equalizer in education. It offers
an approach to SEL that can be implemented in phases that are practical, yet
manageable, and are complemented by a complete set of tools and templates to
aid in the process. At a time when the world is struggling to recover from the
COVID-­19 pandemic, this book offers a timely examination of the important
role SEL will play in schools. As education systems face the challenges of re-­
engaging students and recovering the learning losses resulting from school clo-
sures, the need to integrate SEL with existing school structures has never been
greater. With this book, the author provides schools with a realistic and thorough
guide for implementing SEL in a way that is meaningful and sustainable.

Alan S. Kaufman, PhD, and

Nadeen L. Kaufman, EdD
Series Editors
Yale Child Study Center
Yale University School of Medicine
ACKNOWLEDGMENTS

W
riting this book was the most exciting, painstaking, glorious, nerve-­
wracking, challenging thing I’ve ever experienced. Without the
patience, encouragement, and support of my family, friends, and col-
leagues, I’m quite sure the emotions would have gotten the best of me. Before I
express my heartfelt gratitude to those who helped make this book possible, I’d
like to acknowledge my granddaughters, Kayla and Kelsi. You are my hope and
my inspiration. You are the reason for this book, so I dedicate it to you.
I begin by thanking my wonderful husband, Greg. For more than 48 years,
you have cheered me on and made me feel there was nothing I could not do. We
often have jokingly said that the only reason we are still married is because nei-
ther of us wanted a divorce on the same day. Well, this book tested that theory
and proved it wrong! Neither of us could have imagined how challenging the
book would be while living through a pandemic and enduring two surgeries in
10 months. Despite this, you were there to support and encourage me. I am
blessed to have you by my side, and I hope you know how much I love and appre-
ciate you, and look forward to many more years together.
I also could not have done this without the patience and understanding of my
loving family. To my son Jason and his fiancée Melinda, you stepped up when your
dad and I were not able. You were there after my surgeries to lend a hand. You ran
errands, brought us food, and helped with the granddaughters. For all this, I am
forever grateful. To my daughter Allison and my son-­in-­law Chris, you were so
patient with me during a time when I knew you desperately needed relief. You were
parents, teachers, and playmates to your children, while also juggling the demands
of working full-­time from home. I cannot imagine how hard this has been for you,
and I owe you some relief time. When it is safe, there will be sleepovers and outings
with the girls once again, I promise. To my sister Yolanda and my brother-­in-­law
Darryl, I can’t thank you enough for helping keep the family connected. You were

xi
xii ACKNOWLEDGMENTS

always there for the virtual happy hours and the family game nights because you
knew how much they sustained us through these challenging times. Your being
there supported me in ways you could not have known. To my nephew Aaron and
his fiancée Lyndsey, your interest in my passion for SEL is inspiring and gives me
hope for the coming generation. I thoroughly enjoyed our virtual discussions, and
I thank you immensely for your support. To my nephew Kyle, just seeing you with
your new fiancée during our virtual gatherings reminded me of how important it is
to have hope and why this book is so necessary.
This book never would have been possible without the support of friends and
colleagues. To my dearest friend and mentor Gail Cheramie, no words can express
how much your support has meant to me. You have been there for almost 30 years,
first as my professor and now as my dearest friend. If a teacher’s success is measured
by the success of her student, then I hope I have honored you well. There would not
have been successes without you. You have taught me that anything is possible if you
believe it is possible. Thank you for everything you do for me, and by the way, thank
you also for helping review parts of the book. You are a true friend! I also want to
thank my dear friend Ginger Gates for her help in reviewing the work. You inspire
me every day with your humor and your positive nature, and I am always striving to
become a better trainer because of you. You are the best. To Debbie Blackmon,
thank you for sharing your knowledge of equine-­assisted learning and your applica-
tions of SEL to this specialized area. You are an incredible therapist and educator,
and I am lucky to have you as a colleague and a friend. To my partner in crime,
Angela Downes, I thank you for keeping me grounded and helping me see that the
dirt at the end of the road is worth more than a pot of gold. Your co-­counsel, Ashton,
brought me a breath of fresh air when I needed it the most. To my physical therapist,
Monica, and her assistants, Rishi and Courtney, not only did you get me through a
tough recovery, you also lifted my spirits and kept me going. Through your
relationship-­centered approach to therapy and your caring, nurturing environment,
you model the principles of SEL every day in the work you do with your patients.
I would be remiss if I did not thank Jeff Manson and Amanda Wynn at
Western Psychological Services. Not only did you support me in writing this
book, but your belief in SEL and your vision for its future strengthened my com-
mitment, and I am forever grateful. I also want to thank Clark McKown for his
willingness to share some of his work in this book. Your expertise in SEL assess-
ment offers support for an area in which schools have a tremendous need, and I
truly am grateful for your contributions. Lastly, I want to thank all the wonderful
people at Wiley who have helped make this process as painless as possible. For
Monica, Darren, and all the editing and production group, you were exception-
ally patient in allowing me to work through this at my own pace, and I am espe-
cially grateful. Without you, there would be no book.
INTRODUCTION

T
he intent of this book is to provide schools and practitioners with a com-
prehensive overview of SEL and a practical but systematic approach for
implementing it in schools. The book also offers suggestions for how
local communities can support schools through alignment of efforts and shared
accountability. Please note that the information in the book is applicable to indi-
vidual schools as well as to whole school systems, such as local education systems,
state or regional education systems, or national education. Therefore, in the
interest of clarity and consistency, the terms school and school systems are used
interchangeably.
SEL is a global concern, so the information provided in this book is grounded
in research from around the world. While a large part of the research focuses on
schools within the United States, this book strives to offer ideas and information
that can be applied to a global audience. Where there are gaps in research or
information, there will be limitations to how applicable it is for international
purposes. Thus, readers should be mindful of this and use their own judgment in
how the information is applied. Nonetheless, the research contained in the book
is the latest available at the time of this publication. Given the gaps between
research and practice, however, it is expected that more research will be forth-
coming and hopefully will expand beyond the United States.

xiii
ABOUT THE COMPANION WEBSITE

This book is accompanied by a companion website:

www.wiley.com/go/black/essentialsofsel

This website includes fillable versions of forms included in the print book for the
reader’s download and practical use.

xv
SECTION I

EMERGENCE OF SOCIAL EMOTIONAL

LEARNING (SEL) AS A WORLD
PHENOMENON
One

DEFINING SOCIAL EMOTIONAL

LEARNING (SEL) AND THE CRITICAL
AREAS OF COMPETENCE

T
he realization that social and emotional skills matter as much as, if not
more than, academic skills has captured the awareness of schools and
communities around the world. Recognition of the critical role these
skills play in educating children has swept across the globe and has created a wave of
excitement, if not a worldwide phenomenon, that offers a promise of hope for the
future of education. As SEL is embraced in schools throughout the world, educa-
tors are ­accepting that this is not simply another trend in education, but is the
missing component in how students are educated and prepared for success, not
only in school but at home, in the community, in the workforce, and in life.
Unapologetically, schools are beginning to expand their focus beyond that of
rigor and accountability for academic instruction to an e­ ducational program that
focuses on the whole child, so that today’s students might be better prepared for
life’s o­ pportunities, responsibilities, and challenges.
While SEL is being embraced by more and more schools, implementation is
not without its challenges. One of the biggest challenges is understanding that
SEL is more than simply a program. Interest in SEL has risen so sharply that it
has spurred the development and availability of a plethora of programs and
curricula, along with books, articles, websites, blogs, and a host of other
resources. While schools earnestly attempt to address the social and emotional
development of their students, the rapid emergence of these pre‐scripted pro-
grams and curricula (often claiming to offer a complete package for SEL) can
be enticing to schools. These programs can sometimes make implementation
appear oversimplified and may lead to the use of already limited resources in an

Essentials of Social Emotional Learning (SEL): The Complete Guide for Schools and Practitioners,
First Edition. Donna Lord Black.
© 2022 John Wiley & Sons, Inc. Published 2022 by John Wiley & Sons, Inc.
Companion website: www.wiley.com/go/black/essentialsofsel

3
4 ESSENTIALS OF SOCIAL EMOTIONAL LEARNING (SEL)

ineffective and inefficient m ­ anner. It is not uncommon, for example, for a

school or district to adopt a particular program or strategy to address behavior
and classroom management and believe this to be the entire solution for SEL.
Implementing this single program not only adds to an already fragmented pro-
cess, but also places the school at risk of making causal connections between the
program and any outcomes, especially if those outcomes have not been success-
ful. In such a case, the school might blame the lack of success on the program
rather than considering other factors, such as fidelity of implementation or skill
of staff implementing the program, as possible reasons for the lack of success.
Take, for example, Program XYZ. Let’s assume this hypothetical program uses an
application for tablet computers (commonly referred to as “tablets”) to improve
students’ social awareness skills by connecting them to one another through wire-
less technology. The school obtains a grant and purchases tablets for each student
with the program’s application installed on each tablet. Teachers and students are
trained in how to operate the program and all is well, until they experience repeated
failures with maintaining wireless connections between the tablets. Without a sta-
ble connection, the program won’t operate. Thus, many of the teachers abandon its
use. While the problems experienced with the program were related to technology
issues (i.e., getting the tablets to communicate with one another) rather than the
program itself, the teachers became disheartened and lost interest in the program.
Six weeks later, the school principal discovers that a large number of teachers are no
longer using the program, claiming it was ineffective. While there clearly was a
positive correlation between the teachers’ skills in using technology and the pro-
gram’s implementation (i.e., both decreased), this did not prove the program was
ineffective. It merely showed that teachers lacked the skills needed for resolving the
technology issues, and thus were unsuccessful with implementing the program.
The program was abandoned before effectiveness could be evaluated, thus wasting
valuable time and resources. In situations like this, schools run the risk of making
causal connections between a
program and its outcomes
when, in fact, the relationship CAUTION BOX
between the two may only have Poor program outcomes may not be the
been correlational at best. fault of the program, but may be due to
Therefore, schools may be less other factors, such as fidelity of implemen-
likely to pursue other efforts to tation or skill of the staff implementing the
address these critical areas of program. While there may be correlations
between certain factors impacting the pro-
need and may have difficulty
gram’s outcomes, this does not mean these
recognizing that SEL is more factors caused the outcomes.
than a program.
 DEFINING SOCIAL EMOTIONAL LEARNING (SEL) 5

It is important to point out, however, that the vast majority of SEL programs
and curricula available to schools are of excellent design and may even be consid-
ered evidence‐based practices. Unfortunately, schools may not have methods or
standards developed by which these products can be objectively evaluated, espe-
cially with regard to how the product aligns with the school’s specific needs. As a
result, schools may make purchasing decisions based only on effectiveness claims
touted by the products’ developers. Without established criteria to guide the selec-
tion process, schools are vulnerable to these attractive claims and may expend
valuable resources without thoroughly reviewing whether the product comple-
ments and supports their existing efforts or if it duplicates (in whole or in part)
those efforts. Questions—about how the product was developed, whether the
developer applied scientific methods and principles in its development, and if field
testing included a broad and diverse group of students—often go unanswered.
If this weren’t challenging enough for schools, they also must face other obstacles
to implementation, such as gaining buy‐in and support from administration or
staff who may not understand the full benefits of SEL. Many educators believe that
adding SEL to a teacher’s plate of responsibilities is more than should be expected,
given the numerous demands and accountability measures already required of
them. What they struggle to recognize is that SEL is not another “add‐on” program.
Rather, it is a systemic process that can ultimately strengthen the teachers’ plates.
SEL is not and never has been touted as a program that takes away from or
supplants academic instruction. On the contrary, it has always been promoted as
a process for enhancing instruction and improving the learning environment,
and when implemented with fidelity, it contributes to improved outcomes for
students and for the systems that serve them. Until educators recognize and
accept that the benefits of SEL far outweigh the challenges of implementation,
there will continue to be resistance.
There also may be obstacles to acquiring funding and resources, as well as to
developing a SEL curriculum. Perhaps one of the most critical and often less rec-
ognized obstacles, however, is the need for staff training in SEL. Staff knowledge
and skills in SEL are fundamental to a sustainable approach to implementation,
but these are areas that are frequently overlooked. What are the knowledge and
skills needed by staff? While there are a multitude of frameworks identifying criti-
cal social and emotional skills, the framework developed by the Collaborative for
Academic, Social, and Emotional Learning (CASEL 2017) is the framework most
widely adopted by schools. The competencies identified by CASEL address five
key areas: self‐awareness, self‐management, social awareness, relationship skills,
and responsible decision making. A graphic illustration of the framework and a
detailed description of the competencies are provided in Rapid Reference 1.1.
6 ESSENTIALS OF SOCIAL EMOTIONAL LEARNING (SEL)

Rapid Reference 1.1 CASEL’s SEL

Framework
HOW? WHAT AND WHERE? WHY?

COMMUNITIES
& CAREGIVE Research-based
Implementation Focus ILIES RS
FAM Student Outcomes
Areas SCHOOLS

Short-Term
SSROO M Improved Attitudes About
CLA S
Self, Others, and Tasks
Build Foundational Perceived Classroom and
Support and Plan School Climate
SELF- SELF-
AWARENESS MANAGEMENT
Positive Social Behaviors

Intermediate
and Relationships
Strengthen Adult SEL Academic Success
SOCIAL
Competencies and AND Fewer Conduct Problems
Capacity SOCIAL
EMOTIONAL
RESPONSIBLE Less Emotional Distress
LEARNING
AWARENESS DECISION
MAKING Less Drug Use

Promote SEL for RELATIONSHIP

High School Graduation
Students SKILLS College/Career Readiness

Long-Term
EL e
at Safe Sexual Behaviors
S

In s im
Sc tr u Cl ie
s Healthy Relationships
ho c tio n ro o m l i c
olw & C la s s o Mental Health
Reflect on Data for
id e &P
Continuous Improvement culture, Practices, Reduced Criminal Behavior
Auth Civic Engagement
en tic Par tnerships
A li g
ned ti e s
L e ar n in g O p p o r t u n i

Source: Core SEL Competencies, from CASEL. © 2017, CASEL.

The CASEL 5:

Self‐awareness
The abilities to understand one’s own emotions, thoughts, and values and how
they influence behavior across contexts. This includes capacities to recognize one’s
strengths and limitations with a well‐grounded sense of confidence and purpose.
Examples:
Integrating personal and social identities
Identifying personal, cultural, and linguistic assets
Identifying one’s emotions
Demonstrating honesty and integrity
Linking feelings, values, and thoughts
Examining prejudices and biases
Experiencing self‐efficacy
Having a growth mindset
Developing interests and a sense of purpose
Self‐management
The abilities to manage one’s emotions, thoughts, and behaviors effectively in
different situations and to achieve goals and aspirations. This includes the
 DEFINING SOCIAL EMOTIONAL LEARNING (SEL) 7

c­ apacities to delay gratification, manage stress, and feel motivation and agency to
accomplish personal and collective goals.
Examples:
Managing one’s emotions
Identifying and using stress management strategies
Exhibiting self‐discipline and self‐motivation
Setting personal and collective goals
Using planning and organizational skills
Showing the courage to take initiative
Demonstrating personal and collective agency
Social awareness
The abilities to understand the perspectives of and empathize with others,
including those from diverse backgrounds, cultures, and contexts. This includes
the capacities to feel compassion for others, understand broader historical and
social norms for behavior in different settings, and recognize family, school, and
community resources and supports.
Examples:
Taking others’ perspectives
Recognizing strengths in others
Demonstrating empathy and compassion
Showing concern for the feelings of others
Understanding and expressing gratitude
Identifying diverse social norms, including unjust ones
Recognizing situational demands and opportunities
Understanding the influences of organizations and systems on behavior
Relationship skills
The abilities to establish and maintain healthy and supportive relationships and to
effectively navigate settings with diverse individuals and groups.This includes the
capacities to communicate clearly, listen actively, cooperate, work collaboratively to
problem solve and negotiate conflict constructively, navigate settings with differing
social and cultural demands and opportunities, provide leadership, and seek or offer
help when needed.
Examples:
Communicating effectively
Developing positive relationships
Demonstrating cultural competency
Practicing teamwork and collaborative problem solving
Resolving conflicts constructively
Resisting negative social pressure
Showing leadership in groups
8 ESSENTIALS OF SOCIAL EMOTIONAL LEARNING (SEL)

Seeking or offering support and help when needed

Standing up for the rights of others
Responsible decision making
The abilities to make caring and constructive choices about personal behavior and
social interactions across diverse situations. This includes the capacities to consider
ethical standards and safety concerns, and to evaluate the benefits and conse-
quences of various actions for personal, social, and collective well‐being.
Examples:
Demonstrating curiosity and open‐mindedness
Identifying solutions for personal and social problems
Learning to make a reasoned judgment after analyzing information, data, and facts
Anticipating and evaluating the consequences of one’s actions
Recognizing how critical thinking skills are useful both inside and outside of school
Reflecting on one’s role to promote personal, family, and community well‐being
Evaluating personal, interpersonal, community, and institutional impacts

Source: From CASEL with permission. ©2017 CASEL. All rights reserved. Learn more at
www.casel.org.

The degree to which teachers have knowledge and skills in these competencies
is an area where concern is warranted, given that teacher‐preparation programs
traditionally have not incorporated SEL into their curriculum. Likewise, many
state certification requirements do not include knowledge and skills in SEL.
A recent study of teacher preparation programs in the United States was con-
ducted by the University of British Columbia’s Department of Educational and
Counseling Psychology and Special Education. The study scanned teacher educa-
tion programs in colleges of education throughout the United States. The pur-
pose of the scan was to examine what states require teachers to know about SEL
for certification and what institutions of higher education actually teach these
teachers. Results of the study showed that while all states require some level of
SEL knowledge and skills for teacher certification, none of the states require
knowledge and skills in all five of the SEL competencies. Greater than half of the
states require teachers to have knowledge in teaching three of the SEL competen-
cies—self‐management, relationship skills, and responsible decision making—
but less emphasis was placed on the SEL competencies of self‐awareness and
social awareness. While most pre‐service programs fell short of providing com-
prehensive training in SEL, there were three exemplary programs identified in
the report (Schonert‐Reichl, Kitil, & Hanson‐Peterson, 2017). These are
described in Rapid Reference 1.2.
 DEFINING SOCIAL EMOTIONAL LEARNING (SEL) 9

Rapid Reference 1.2 Exemplary

Programs Where SEL Content Is Included
in Pre‐service Teacher Preparation*
Academy for Social‐Emotional Learning in Schools (Academy
for SEL), College of Saint Elizabeth and Rutgers University

The Academy for SEL is a partnership between the College of Saint Elizabeth and
Rutgers University. It offers an online credentialing program designed to help school
professionals develop the competencies needed for successfully implementing social
emotional learning, character development, and positive culture and climate
initiatives schoolwide. Students earn a certificate in social emotional learning and
character development with a concentration in either school leadership or
classroom instruction. Participants in the program benefit from exclusive access to
an online professional learning community (PLC), which provides resources, online
discussion forums, access to a secure resource library, and access to program
mentors. The program’s faculty and mentors include highly experienced teachers,
principals, district leaders, superintendents, and higher education professionals who
have significant experience in implementing social emotional learning and school
culture and climate initiatives at the school and district levels. The program is
co‐directed by Patricia Heindel, PhD, and Maurice Elias, PhD.

Center for Reaching and Teaching the Whole Child (CRTWC),

San Jose State University

The CRTWC views SEL from a systemic perspective, rather than as an add‐on
program. The program seeks to transform teacher preparation by integrating SEL
competencies and culturally responsive teaching practices into course content
and field experiences. SEL is infused into the fifth year of the K–8 teacher
certification program using a framework developed for the program called the
Social, Emotional, and Cultural Anchor Competencies Framework. It focuses on a
broad set of SEL competencies needed by teachers and students, along with
specific strategies for teaching them, and refers to this as the Social‐Emotional
Dimensions of Teaching and Learning (SEDTL). The program’s executive director
is Nancy Markowitz, PhD.

Attentional Teaching Practices (ATP), University of Pittsburgh

The ATP program helps pre‐service teachers enrolled in the Master’s in Teaching
program learn to focus on the psychological space for learning. Students who are
getting certified to teach in middle and high school are taught mindfulness and
10 ESSENTIALS OF SOCIAL EMOTIONAL LEARNING (SEL)

self‐regulation strategies to increase their own self‐awareness and recognize their

own emotional triggers. The program focuses on how to create a classroom
environment that is optimal for implementing other pedagogical practices. While
not a complete SEL program, the ATP is a yearlong program that helps teachers
learn how to manage and cope with the future stresses they might experience as
a teacher. The program was co‐created and is co‐taught by Tanner Wallace, PhD,
and Shannon Wanless, PhD.

Source: Modified from Schonert‐Reichl, K.A., Kitil, M.J., & Hanson‐Peterson, J. (2017). To reach
the students, teach the teachers: A national scan of teacher preparation and social and emo-
tional learning. A report prepared for the Collaborative for Academic, Social, and Emotional
Learning (CASEL). Vancouver, BC: University of British Columbia.

What this means is that although most states don’t require teachers to have
knowledge and skills in SEL, teachers are required to teach and promote student
SEL competencies. This gap between what teachers are required to know about
SEL and what they are required to teach students is an area where schools must
prioritize their efforts in order to implement a sustainable approach to SEL.
These are but a few of the many challenges faced in implementing SEL, but
these are by no means the only ones. Implementation of SEL is a comprehensive
process involving many stakeholders and many aspects of a school’s or d ­ istrict’s
operations. It is not a “one-size-fits-all” model. Rather, it is a process through which
a school or district must include all stakeholders and all systems involved. It
requires a thorough analysis of all programs, resources, policies, procedures, oper-
ating guidelines, and other relevant data, which can then be used to inform a
multistage plan for aligning all system components, allocating resources, identify-
ing targeted areas of need, and implementing with fidelity and integrity. A detailed
discussion of implementation planning will be discussed further in Chapter 7.

DEFINING SEL

One of the most difficult challenges at the outset of implementation is that of under-
standing and agreeing on what SEL is. The ambiguity in defining SEL has led to
many terms being used to describe it. While some refer to it as soft skills, others use
terms like non-cognitive skills, emotional intelligence, or character education to describe
it. Some prefer to describe SEL through programming models such as mindfulness
education or through frameworks such as Positive Behavior Interventions and Supports
(PBIS). Not only is there a lack of common language in describing SEL, but also
studies indicate there is a lack of understanding and agreement on the perceived
 DEFINING SOCIAL EMOTIONAL LEARNING (SEL) 11

b­ enefits of SEL. While parents and educators understand and agree that SEL skills are
critically important, there is less agreement on the exact benefits of these skills. In a
study conducted by the World Economic Forum (2016), more than 2000 educators
and parents from around the world were surveyed regarding the perceived benefits of
SEL. Results showed that educators and parents alike believed the primary benefit of
SEL was to achieve better classroom management and discipline. In a large majority
of those surveyed, there was less understanding of the broad benefits of SEL, such as
how it impacts academic achievement, or college and career readiness. There also was
less awareness of the role SEL can play in improving general health and in mitigating
the negative effects that can occur from exposure to some of life’s most difficult chal-
lenges, such as poverty, violence, trauma, abuse, and neglect.
Take, for example, the Anchorage School District in Alaska. The largest dis-
trict in a state that ranks among the h ­ ighest per capita in rates of child abuse and
domestic violence, this district has more students exposed to violence and trauma
than in most other states (Boss, 2011). Exposure to these types of adverse child-
hood experiences (ACEs) places these students at risk for poor educational, social,
health, and economic outcomes. The Anchorage School District recognized the
need to combat these risk factors, and in 2006 it became one of the first school
districts in the United States to adopt a set of SEL standards for both students
and teachers (Education First, 2016). Since then, these standards have been
implemented in kindergarten through 12th grade classes and have transformed
the business of educating students in the Anchorage School District (Davis,
2018). Is it working? Educators and parents alike believe it is making a difference,
but results aren’t that easy to quantify. That may be because the skills themselves
aren’t easy to quantify, and without high‐quality assessment tools to help, educa-
tors won’t be able to determine which instructional strategies work and which
ones are ineffective and may be wasting critical resources.
The science behind SEL recognizes the need for resources to help clarify and
provide guidance in assessing and quantifying these skills, but this field is just
beginning to grow, albeit rapidly. While data can and should be used to help
inform and guide instruction (and, thus, ensure adequate use of resources), it’s
also important to understand that the purpose for the data is not to detract from
other important activities, but to enhance those activities.

Establishing the Critical Areas of Competence

Throughout the history of SEL, there have been ongoing challenges to under-
standing exactly what it is, despite the various definitions and descriptions
­provided in the literature. SEL has been described by many as a concept for
12 ESSENTIALS OF SOCIAL EMOTIONAL LEARNING (SEL)

which it is difficult to “wrap one’s head around.” As previously mentioned, this

may partially be due to the differences in terminology being used to describe it,
but it also is largely due to a lack of agreement about how it should be conceptu-
alized, defined, and quantified. This ambiguity translates into a host of chal-
lenges, particularly in communicating the concepts and how they are connected
to specific skills, but also in successfully obtaining resources and funding, and
adequately translating research into practice, among others.
There are more than 100 SEL frameworks identified in the research, and each
has been developed for specific purposes, but primarily to facilitate social and
emotional development. Each framework employs its own language that is
aligned to that framework’s goals, so terminology is often different for each
framework. This makes contrasting and comparing frameworks extremely chal-
lenging and complicated. Additional frameworks continue to emerge each year,
adding to the already cluttered and confusing landscape.
In an effort to add clarity and address some of these dilemmas, Harvard
University’s Graduate School of Education undertook the Taxonomy Project.
One of the outcomes of the project was the creation of a web‐based platform that
showcases areas where SEL frameworks align and areas where they diverge (Jones,
Bailey, & Nelson 2019). The project examined more than 40 SEL frameworks
and the non‐academic domains covered by each framework. The frameworks
were selected for inclusion in the project based on three criteria: (a) being repre-
sentative of a wide range of disciplines, (b) being widely adopted, and (c) includ-
ing descriptive skills, traits, competencies, strengths, mindsets, and/or attributes
that were defined and could be coded (EASEL Lab, 2020).
One of the goals of the project was to enable users to compare the skills within
each framework and across the different frameworks so they could then be con-
nected back to evidence‐based practices. Since skills may be labeled differently
across the various frameworks, the project was especially mindful of the need for
clarity and transparency in defining the skills so that decisions about interven-
tions and strategies could be better informed. In other words, through the work
of the project, specific skills were identified for six different non‐academic
domains, and the skills were then connected to those that may be labeled differ-
ently in the various frameworks. For example, under the cognitive domain, the
skill of inhibitory control is identified as self‐management under the CASEL
framework, but under the Building Blocks for Learning framework, it is identi-
fied as executive functions. Categorizing skills according to the six non‐academic
domains allows the skills to be connected across the frameworks and eliminates
confusion created by the various terms used to describe the skills. Consequently,
practices can be better aligned with the scientific evidence that supports them.