Wendy Turner considers social and emotionally learning central to her teaching, starting with how she greets her second graders each morning until how they guide them through math tasks.
“It’s the base layer of education,” says Turner, a teacher at Mount Pleasant Elementary School in Wilmington, Del., who was named Delaware’s Teacher of the Year in 2017. “It’s really all about helping kids develop and nurture skills that help them be successful human beings—which is going to translate into success in school, and then outside of school, on the sports field, on the bus, in their homes, in the community, as they grow into adults in society.”
Turner regards this practice as vital to the support of her students, but it has drawn criticism in some states.
Social and emotional Learning (SEL) has been a well-known educational method that helps children learn skills such as managing stress, empathy and cooperation, as well as how to recognize and manage emotions.
However, while some teachers have begun to use social-emotional education as a way to support students in the wake of the pandemic disruption, lawmakers and conservative groups who sought to limit how gender and race are discussed at school, have now turned their attention towards SEL. They argue that it can also be a platform for discussing identity and equity.
Continue reading: Florida’s Governor Just Signed the ‘Stop Woke Act.’ Here’s What It Means for Schools and Businesses
What ‘social and emotional learning’ really means
The Collaborative for Academic, Social, and Emotional Learning (CASEL), a nonprofit that has been championing SEL since 1994, defines it as a practice that helps students “acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals,” in addition to showing empathy for others, maintaining supportive relationships and making responsible decisions.
CASEL’s framework focuses on teaching children five core skills: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Stephanie Jones is a Harvard Graduate School of Education professor who studies social-emotional learning. She says while academic terminology can be confusing, SEL refers to foundational skills that are a fundamental part of learning in any classroom setting. When students raise their hand instead of yelling out an answer, listen carefully to a teacher’s instructions, and work productively with a group of peers, they’re exercising SEL skills, she says.
Emotions and social interactions are a daily part of children’s lives, both in and out of school, which is why many educators argue it’s valuable to teach students how to manage them—even if ideas like “self-awareness” might sound extraneous to the subjects often thought of as core classroom material.
“I think that if we said, ‘These things are not part of school,’ we’re doing a disservice to the richness of human development, to the richness of human life, and we’re not actually taking advantage of something that could help us in our work in school,” Jones says.
“When a child is struggling, when they’re frustrated about something that they’re learning or not yet able to do, if they can’t talk about it and be validated for that frustration, they might feel ashamed of it,” she says. “That’s not what we want. We want kids to be able to surface what’s hard, talk about why, and then get on with it.”
‘Problematic elements’
However, some legislators and parent organizations have in the past criticized SEL practices.
Christopher Rufo, a conservative activist who has championed the backlash to critical race theory that has swept schools and statehouses in the last year or so, argues that SEL “serves as a delivery mechanism for radical pedagogies such as critical race theory and gender deconstructionism,” the New York Times reported.
Critique of race theory (CRT) is an academic framework at graduate level that explores racism in institutions. However, it’s rarely taught at the elementary school level. But the term has become a target of critics who argue that lessons that acknowledge and address systemic racism can divide children and “indoctrinate” students with a particular view of the world. Now, SEL seems to be joining CRT, becoming a hot-button phrase that summons ideas of so-called “woke” pedagogical methods.
Continue reading: ‘Critical Race Theory Is Simply the Latest Bogeyman.’ Inside the Fight Over What Kids Learn About America’s History
Some social-emotional learning principles do, in fact, promote racial equity. CASEL’s “Transformative SEL” framework includes “academic content that integrates issues of race, class and culture,” and helps students develop skills “such as reflecting on personal and social identities, examining prejudices and biases, interrogating social norms, disrupting and resisting inequities.” Such reflection is part of the self-awareness that SEL methods aim to foster.
But this month, as Florida leaders move to ban “divisive concepts” from classrooms, the Florida Department of Education rejected more than 50 math textbooks from being used next school year, citing reasons that include “references to critical race theory” and “the unsolicited addition of Social Emotional Learning (SEL) in mathematics.” One of the “problematic elements” in textbooks identified by the department included a page that outlined an SEL objective for a math lesson and said students should “build proficiency with social awareness as they practice with empathizing with classmates.”
A Republican Senator from Oklahoma introduced a bill that would prohibit certain funds being used for SEL promotion.
The case against SEL
Turner, Delaware’s teacher, still uses SEL to support students and instill empathy.
She begins class each morning by asking students, “How are you feeling today? What’s on your mind?” She doesn’t force them to answer, but she says students often choose to.
“I just find out so much of what’s going on in their lives,” Turner says. “They hear from each other, and that can really help me respond to them throughout the day.”
Wendy Turner is a second-grade teacher at Mount Pleasant Elementary in Wilmington, Del. She believes that social and emotional learning are essential to her classroom.
Wendy Turner
She lets students pick out a colorful rubber bracelet to convey how they’re feeling—green for good, blue for sad, yellow to indicate they’re in between and maybe a little worried.
It’s part of how she teaches core academic subjects, too. Before her students went outside to measure playground equipment during a lesson this year, she reviewed both the math skills they would focus on—measuring with rulers and yardsticks—and the SEL skills: “We have to be kind to our partner. The tool must be used correctly. We have to stay on task.”
Critics claim that social-emotional education is an unneeded addition to core academics. “Math is about getting the right answer,” Florida Gov. Ron DeSantis stated this during a conference on recently rejected math textbooks. “It’s not about how you feel about the problem.”
But educators like Turner see emotional well-being as directly related to academic success, noting that students can’t learn when their basic needs aren’t met or when they’re feeling upset.
“By giving kids skills around awareness and management, we’re actually helping them stay in the learning zone more often,” Turner says.
Robert Pondiscio, a senior fellow focused on K-12 education at the conservative American Enterprise Institute, has raised concerns that SEL represents an “unwelcome expansion” of the role of public schools and could overburden educators with a topic they might not be trained to teach. “Not everything that benefits children or contributes to improved educational outcomes is schools’ proper or obvious responsibility to address,” he wrote in an October report. “The risk is that schools are assuming powers and responsibilities far beyond their brief and asking educators to work beyond their training and expertise.”
Continue reading: Cultural Wars could soon be coming to your school board
But some proponents of social-emotional learning argue it’s now more important than ever, because of the many challenges caused by the pandemic; some students lost family members and others struggled with months of isolation during remote learning. A CDC report released April 1st stated that more than a quarter of high school students suffered from poor mental health due to the pandemic.
According to a Tyton Partners 2021 report, a consulting bank and investment banking company, spending by schools and districts on SEL increased approximately 45% over the pandemic. This was from $530 million in November 2018 to $765 millions in April 2021. And about a third of local education agencies included in one report planned to spend COVID-19-relief funds on SEL lessons and materials, according to an analysis by Georgetown University’s FutureEd, an independent think tank.
“Because of the trauma that everyone has been through with COVID, because of the disruption to the learning system, because so many students around the country have lost a family member to COVID,” Turner says, “we have to really meet them where they are. And that means embedding good SEL practices into our classrooms to help them get to a place of learning and process all that trauma.”
Studies have shown that SEL program participation is associated with lower classroom behavior and less emotional distress. It also results in better social skills, higher test scores, and a decrease in misbehavior. The education journal Phi Delta Kappan published a 2018 paper that looked at four meta analyses of SEL programs. They found students who had participated in these programs displayed more positive behavior and better academic performance.
“A large research base can now confirm what many educators have seen firsthand—that SEL is not a tradeoff for rigorous academic instruction; it’s a catalyst for teaching and learning,” Melissa Schlinger, vice president of programs and practice for CASEL, wrote in the 2021 Tyton report.
Jones was concerned by the evidence and worried about what impact it would have on students, if there were to be an end to social and emotionally learning.
“I just worry that we’ll undermine what kids need, and we won’t identify the kids who are really struggling. There are kids, especially now, as we all know, who are really struggling, and they need support, and they’re in school for a long time every day,” Jones says. “That’s a place where we have an opportunity to support them.”
Here are more must-read stories from TIME
