CASEL-Report-low-res-FINAL

SuRvEy ovERviEW
Children have nearly limitless potential — and their teachers are an extremely important in-school factor
linked to their success. 32 teachers teach their students the knowledge and skills required for academic
achievement. they plan lessons, comment on homework, grade tests, and facilitate in-school learning
environments. In addition to these core duties, teachers also have the potential to inspire their students,
to teach them how to dream, thrive, and succeed — even (or especially) after failure. teachers help
students navigate their way through schools and school relationships. they encourage them to try a math
problem a second time; to problem solve with their peers; and to build relationships on the schoolyard,
the neighborhood block, and the front stoop. Later, these same children will grow to be adults, applying
these lessons learned to growing and succeeding in their careers, families, and communities.
Over the past year, in conversations with
teachers and students, principals and
policymakers, we learned that these
aspects of learning — the social and
emotional — are key determinants in
students’ ability to grow as students
as well as citizens. We learned that
educators identify SEL as a key tool,
although it is often described in varied
terms. In some districts we found
that SEL implementation began with
the teachers and was driven by their
steadfast convictions that positive SEL is
inseparable from student achievement
in and out of school. In others, it was
determined to be a priority by principals
or superintendents, with strong family
support.
In the words of Bob Wise, President of
the Alliance for Excellent Education and
former governor of West Virginia, “Some
students finish high school. Some don’t.
When you look back in the rearview
mirror, you can almost always see SEL as
a determining factor of their success.”
Through the process of developing
this report, we learned that in many
cases, teachers — along with school
counselors, principals, administrators,
families, and community partners — are
supporting social and emotional skill
development in their classrooms, schools,
and communities. These educators also
identified SEL as the critical piece that
was missing in helping their students
develop as scholars and citizens.
“Too often, SEL is episodic.
Some students finish high
schools. Some don’t. When
you look back in the rearview
mirror, you can almost always
see SEL as a determining
factor of their success.”
— Bob Wise, President of the
Alliance for Excellent Education and
Governor of West Virginia (2001–05)
A National teacher Survey on How Social and Emotional Learning Can Empower Children and transform Schools 13