Running head: SOCIAL AND EMOTIONAL DEVELOPMENT IN SCHOOLS 1

Social and Emotional Development: A School’s Responsibility

Carina Gutierrez

California State University, Chico

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Social and Emotional Development: A School’s Responsibility

On average, students in the United States go to school for about six hours a day, 180 days

a year. What do we expect them to learn in that time? Academic subjects such as reading, math,

and writing may easily come to mind. However, this focus on academic subjects leaves out

critical social and emotional skills. Social and emotional learning (SEL) is a broad concept that

encompasses various skills needed for tasks such as emotion regulation, relationship building,

and problem solving (“What is SEL?” n.d.). While all of these related skills are necessary in

various school settings (Zins, Bloodworth, Weissberg, & Walberg, 2007), the intent of this paper

is to focus specifically on the role of self-management within the school context. Furthermore,

the school’s role in fostering self-management will also be explored. With a growing body of

research supporting the importance of social and emotional development, it is clear that

schoolwide support of SEL has the potential to foster these skills in students (Jones & Bouffard,

2012).

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL),

SEL is a broad concept that encompasses various skills (“What is SEL?” n.d.). Some of these

skills include emotion regulation, perspective-taking, empathy, and social awareness. These

skills fit into the following core competencies: self-awareness, self-management, social

awareness, relationship skills, and responsible decision-making (“What is SEL?” n.d.). Self-

management specifically involves the regulation of emotions, thoughts and behaviors (“What is

SEL?” n.d.). Successful self-management can be seen in various contexts. For example, this

may involve healthy coping strategies for emotions such as sadness and anger, the ability to

manage frustration with difficult tasks, and the ability to set goals and move forward in achieving

them.
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Self-management is clearly linked to the other competencies that comprise SEL. Self-

awareness is important for self-management, because it involves being able to recognize and

name the emotions one tries to regulate. Successful self-management is also important for the

development of related skills within social awareness, relationship skills, and responsible

decision-making. While reviewing self-management in isolation of the other skills seems

counter-intuitive, a review of all of the competencies is outside the scope of this paper. Rather, a

focus on the effects of a student’s ability to regulate emotions, thoughts, and behaviors within the

school context will guide this paper. This regulation, or lack thereof, has important implications

for academic engagement, academic achievement, and behaving appropriately in the school

setting.

Self-management skills are important for learning in several ways. Firstly, unsuccessful

regulation of emotions affects cognition. There is a growing body of research to support the role

of emotions as facilitators of cognition (Djambazova-Popordanoska, 2016; Durlak, Weissberg,

Dymnicki, Taylor, & Schellinger, 2011). Distress may lead more primitive parts of the brain to

take over current functioning (Perry & Szalavitz, 2008). For example, the amygdala, which is

part of the limbic system, is responsible for emotions. This system takes control of cognitive

functioning during emotional dysregulation; this is a symptom often seen in children who have

experienced trauma or chronic stress (Perry & Szalavitz, 2008). Overwhelming feelings of

upsetting emotions may inhibit learning and compete for attention in working memory

(Djambazova-Popordanoska, 2016). This inhibition to working memory leads to a limited ability

to learn, less efficiency in processing and storing verbal information, and a limited capacity for

future planning (Perry & Szalavitz, 2008). When dysregulated, a student cannot engage

academically and their ability to achieve is limited. Research indicates that these effects of
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emotion dysregulation place students at risk for underachievement as well as school dropout

(Djambazova-Popordanoska, 2016).

Successful regulation of thoughts and behaviors are critical for learning as well. Some

thoughts that make up self-management skills are self-control, planning, goal setting, and self-

evaluation (Korinek & deFur, 2016). These skills, as well as others, help students to engage in

the types of behavior that are associated with learning (Zins et al., 2007). Some of these

behaviors are attending to instruction, following directions, participating in class, and finishing

assignments in a timely manner (Korinek & deFur, 2016). Taken together, these thoughts and

behaviors combine to help children set goals, plan steps to achieve these goals, and act toward

achieving them. The added component of emotions may also affect thoughts and behaviors.

Emotions play a role in self-talk and motivation. These active processes contribute to the

learning process (Villavicencio & Bernardo, 2013). The experience of positive feelings during

the learning process may increase the value placed on learning and the enjoyment of the process

whereas the experience of negative feelings may do the opposite (Villavicencio & Bernardo,

2013). Challenges with self-regulatory emotions, thoughts, and behaviors are linked to poorer

outcomes for students such as underachievement, strained peer relationships, and school dropout

(Korinek & deFur, 2016; Zins et al., 2007).

Social and emotional skills such as self-management are predictors of academic

achievement (Zins et al., 2007; Waajid, Garner, & Owen, 2013). Research demonstrates that

well-implemented SEL programs reduce conduct problems such as aggression and disruptive

behaviors among students in grades K-12 (Weissberg & Cascarino, 2013). Well-implemented

programs also increase feelings of school connectedness and reduce feelings of emotional

distress (Weissberg & Cascarino, 2013). These feelings may buffer students against feeling
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disconnected and unsupported at school, which in turn buffers against school dropout.

Academically, students who receive these programs score an average of 11 percentile points

higher on achievement tests than students who do not receive these programs (Durlak et al.,

2011; Weissberg & Cascarino, 2013). This suggests that teaching social and emotional skills

alongside academic topics aids the learning process, which is contrary to the notion that

addressing SEL takes away from academics. Furthermore, universal interventions are equally

effective when used with both middle school and high school students (Domitrovich, Durlak,

Staley, & Weissberg, 2017).

Even if social and emotional skills are related to school success, the question remains

whether it is the responsibility of the school system to teach these skills to students. Schools are

tasked with teaching children several areas of academics and with meeting academic standards.

Would the addition of requiring SEL standards be too overwhelming for our schools and for our

teachers? On the surface, this sounds like taking time away from important academic instruction

as well as adding extra work for teachers. However, schools are undoubtedly social places. Not

only are they social places, but the process of learning is social (Zins et al., 2007). A review of

the research in this area demonstrates the need for including SEL standards as part of regular

school instruction (Durlak et al., 2011). Not requiring SEL instruction may lead to the

persistence of poor self-management skills, academic underachievement, and academic

disengagement (Weissberg & Cascarino, 2013). Additionally, research shows that the majority

of teachers find SEL important to teach at school (Durlak et al., 2011). However, this could

potentially be too much additional work for teachers if they are expected to find and implement

programs without administrative support. A systems-level approach will be considered for this

reason.
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In order to meet the SEL needs of its students, a school can implement services according

to a Multi-Tiered System of Supports (MTSS). MTSS is a service delivery model based on the

public health model. It is intended to meet the academic, behavioral, and emotional needs of all

students. This model utilizes a three-tiered system which involves preventative services, targeted

services, and intensive services. Tier 1 is the universal tier. All students exist within this tier

and this is where preventative services are utilized. Within a well-functioning system, Tier 1

meets the needs of approximately 80% of students. An example of a Tier 1 service for SEL

would be the use of a specific curriculum in the classroom or school-wide use of a curriculum.

Tier 2 involves targeted services. Students who may need support in addition to the Tier 1

curriculum may have their needs met in Tier 2, which should work for about 15% of students. In

a school addressing social and emotional needs, this may include small counseling groups or

social skills groups. Tier 3 involves intensive services. This tier typically involves some form of

special education and should meet the needs of the remaining 5% of students. For social and

emotional needs, this may be individual counseling, or referral to services outside the school.

While the MTSS model demonstrates that social and emotional needs can be addressed at

any tier, the model is built on the premise of prevention and early intervention. As research

demonstrates, SEL instruction has the potential to benefit all children (Durlak et al., 2011).

Considering the potential benefits, utilization of universal approaches serves to affect the greatest

amount of students. Additionally, teaching social and emotional skills universally may actually

meet the needs of students who are otherwise at risk for developing difficulties in the future

(Domitrovich et al., 2017). For these reasons, it seems the responsibility for addressing SEL

belongs to schools. Furthermore, with the amount of time children spend in school, the school

setting is the perfect platform for teaching these skills because of the access to children (Zins et
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al., 2007). The setting also provides a social context within which these skills develop

meaningfully (Jones & Bouffard, 2012).

Universal approaches are considered here at a systems-level. A first step in building

systems-level support is to integrate SEL into the school mission statement (Jones & Bouffard,

2012). Incorporation of an SEL statement into the school’s mission demonstrates a commitment

to teaching SEL skills to students. When the teaching of SEL skills is not considered a core

component of the school’s educational mission, there may be less effort to apply the skills

outside of the classroom (Jones & Bouffard, 2012). This is unfortunate considering the

inherently social nature of schools and the need for applying these skills in the school setting.

Additionally, commitment of adults in the school to infusing social and emotional skills in their

daily interactions with students can add value to the direct teaching of SEL programs (Jones &

Bouffard, 2012). This involves embedding SEL within the school culture, collaboration and

investment of all staff, and incorporating SEL in other school contexts, such as the playground

and the hallways (Jones & Bouffard, 2012). These are aspects of universal services, because

they are built into the daily functioning and practices of the school.

Once this school-wide commitment is made, universal implementation of a SEL program

follows. This would be considered universal, because every student in the school receives the

instruction. Many SEL programs exist for use in schools and the first step is choosing which

program to use. This is important because just as SEL is a broad concept, SEL programs cover a

broad range of skills. That is, not all programs are created equal. There is evidence to support

that programs addressing both explicit instruction of skills and improvement of the school

climate may be more effective than either approach alone (Domitrovich et al., 2017). It is also

important to consider the needs of the student population when choosing a program. There are
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reviews of SEL programs for all grades available at the CASEL website (“CASEL Program

Guides,” n.d.).

Once a program is chosen, there are many important issues to consider. These issues

center on who will deliver the program, how it will fit into the school day, and how fidelity of

implementation will be addressed. Firstly, selecting a promising program does not ensure

benefits for students. Time must be invested in planning effective implementation. For

example, SEL programs are often delivered in half-hour lessons on a weekly basis or even a

monthly basis (Jones & Bouffard, 2012). If efforts are not taken to extend and infuse the lessons

into other parts of the school day, success is unlikely. This approach to program delivery isolates

the skills and does not effectively address the actual application of skills in social contexts. An

approach that aims to integrate the teaching of SEL within daily activities provides a supportive

environment for students to practice the skills (Korinek & deFur, 2016). Secondly, time must be

committed to SEL just as it is committed to academics, rather than seeing SEL as something that

takes time away from academics (Jones & Bouffard, 2012). With pressure to meet academic

standards, teachers are understandably pressured to spend as much time as possible on teaching

academic content. For this reason, support from administration and planning at a systems-level

is a more promising approach than expecting teachers to find and implement SEL programs on

their own.

Successful implementation of SEL involves universal implementation. Too often, social

and emotional services are provided only at Tiers 2 and 3 when students are already struggling

with these skills. Approaching SEL as a universal, preventative service has the most potential

for success, because it addresses the school as a whole and recognizes the school as a social

context within which these skills develop. School-wide implementation of a specific program is
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useful because it provides a framework for teachers to systematically teach these skills. Support

from administration in the selection, planning, and implementation of a program lessens the

pressure on teachers to be individually responsible for SEL. The school-wide commitment from

teachers as well as other school staff also increases the chances the program will be implemented

consistently and with fidelity (Jones & Bouffard, 2012).

Clearly, universal implementation of SEL programs benefits students. There is also a

framework for service delivery supporting the use of a range of services. This starts with

universal, preventative services. There are currently four states in the United States that have

SEL standards for grades K-12. All of the states have standards for preschool and some extend

these standards into the early elementary grades (typically grades 2 or 3). However, research

shows it is important to infuse SEL standards all the way through 12 th grade. SEL develops over

time, so it must be continuously developed (Jones & Bouffard, 2012). Additionally, “because

academic and SEL skills develop and operate together, efforts to promote them should be

designed to promote both at the same time,” (Jones & Bouffard, 2012, p. 9). It appears that

policies have yet to catch up to the research in this field.

The utilization of SEL programs serves a number of benefits. Effective implementation

of these programs is associated with overall improvement of social and emotional skills, reduced

emotional distress, fewer conduct problems, and may also help in the prevention or reduction of

risky behaviors among students (Weissberg & Cascarino, 2013). While all states have SEL

standards for preschool, few have integrated SEL standards all the way through high school.

This seems irresponsible when considering that social and emotional skills are still needed

throughout the high school years for school success. Research also supports the use of SEL

programs in high school and demonstrates the benefits experienced at younger ages continue for
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older students (Domitrovich et al., 2017). It is clear that addressing the development of social

and emotional skills in schools is critical.

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References

CASEL Program Guides Effective Social and Emotional Learning Programs. (n.d.). Retrieved

May 7, 2017, from http://www.casel.org/guide/

Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s

emotional wellbeing and educational achievement. Educational Review, 68(4), 497-515.

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional

competence: An essential factor for promoting positive adjustment and reducing risk in

school children. Child Development, 88(2), 408-416.

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.

Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From

programs to strategies. Social Policy Report, 26(4), 1-22.

Korinek, L., & deFur, S. H. (2016). Supporting student self-regulation to access the general

education curriculum. TEACHING Exceptional Children, 48(5), 232-242.

Perry, B., & Szalavitz, M. (2008). The boy who was raised as a dog and other stories from a

child psychiatrist's notebook: What traumatized children can teach us about loss, love,

and healing. New York: Basic Books.

Villavicencio, F. T., & Bernardo, A. B. I. (2013). Positive academic emotions moderate the

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Educational Psychology, 83, 239-340.

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Waajid, B., Garner, P. W., & Owen, J. E. (2013). Infusing social emotional learning into the

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31-48.

Weissberg, R. P. & Cascarino, J. (2013). Academic learning + social-emotional learning =

national priority. The Phi Delta Kappan, 95(2), 8-13.

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Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base

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