CASEL-Report-low-res-FINAL

22 the Missing Piece
Survey FindingS 2
Figure 8 Social and emotional issues such as lack of motivation and poor student behavior are seen as at least
somewhat of a problem in many schools.
How much of a problem is this in your school?
Students’ lack of interest in learning
Poor student behavior in class
attendance and graduation rates),
fewer negative behaviors (decreased
disruptive class behavior, noncompliance,
aggression, delinquent acts, and
disciplinary referrals), and reduced
emotional distress (fewer reports of
student depression, anxiety, stress, and
social withdrawal). 64
These benefits of SEL are invaluable in a
school setting where young students are
navigating not only academic challenges
but also the interpersonal challenges of
adolescence. As Margaret Spellings, U.S.
Secretary of Education (2005–09), says,
“The academic pieces and SEL have
to be mutually reinforcing. High-quality
Bullying
Negative school climate
Poor relationships between teachers and students
More than three in four
teachers (77 percent) believe
teaching SEL will increase
standardized test scores and
overall academic performance
(77 percent).
Very big
problem
3%
4%
3%
13%
11%
6%
6%
13%
Fairly big
problem
9%
16%
14%
Somewhat
of a problem
23%
16%
33%
33%
teachers understand this intuitively —
but we need to integrate these far better
than we are today.” Likewise, studies
show that with specifically designed
SEL interventions, dropout trends can
be reversed, especially if action is taken
at the first signs of struggle. 65 Many
psychosocial intervention programs
(“therapeutic SEL” 66 ) are used for
children with existing behavioral issues.
Many schools across the socioeconomic
spectrum are also implementing
“character growth” programs that have
decreased the amount of conduct
referrals and bullying incidents. 67 SEL
programs have been shown to be
effective at preschool, 68 elementary, 69
middle, 70 and high school levels; 71 at
urban, suburban, and rural schools;
and with students from diverse socioeconomic
and cultural backgrounds. 72
In addition to specific benefits to
students, a summary of fifteen years
of research on school reform reveals
that SEL is a powerful strategy and
lever for school improvement. 73 The
42%
37%
57%
42%
69%
study identifies five essential supports
for effective school change — one of
which is a learning climate that is safe,
welcoming, stimulating, and nurturing
to all students. Research shows that
schools strong in the essential supports
were at least ten times more likely to
show substantial gains in both reading
and mathematics than schools weak
in the supports. In study after study,
SEL programs have an immediate
effect on outcomes, such as academic
achievement, social behavior, and
positive self-image. 74 A teacher from
Chicago whose school is implementing
evidence-based social and emotional
programming explains, “Something …
that I notice [is that] all these kids have
really positive relationships with each
other. … because of what we do in the
classroom, and so they all build these
relationships with each other. And I think
that’s a huge outcome of SEL.”
Our nationally representative survey of
teachers confirms this research. Teachers
believe that SEL helps achieve key goals