Is It Time for a Rebranding of SEL to “Life Skills?”
by Tyler Vassar, EdS, Licensed Specialist in School Psychology and Pearson Assessments Consultant
Over the past few years, we’ve seen the concept of social-emotional learning (SEL) become a political hot potato. Schools and districts caught up in that conflict are missing an opportunity to help students build critical skills. After all, nine in 10 public schools say the pandemic negatively affected students’ behavioral and socioemotional development, according to U.S. Department of Education data.
SEL as a buzzword can attract negative attention from families. However, when caregivers learn what skills SEL entails, research shows that they are overwhelmingly in favor. In one recent report, an outsized majority of parents supported schools teaching all nine SEL competencies listed. Even the lowest-rated category, “empathize with the feelings of others” still earned an overwhelming 81% approval. At the top of the list, 93% of parents agreed that schools should teach students how to “set goals and work towards achieving them.”
Are soft skills better than hard skills?
As educators, we want to set our students up for success. That, of course, means teaching them to read, write and compute. However, it also means ensuring they’re prepared to be lifelong learners, which is particularly critical in today’s rapidly evolving world. That’s why products like the BASC Social Wellness Skill System includes Classroom Readiness as a domain on the short form.
Analytical thinking and creative thinking topped the list of the most important skills for workers today, explains The World Economic Forum in its “Future of Jobs Report 2023.” Right behind them are resilience, flexibility and agility; and motivation and self-awareness. Also in the top 10 are empathy and active listening.
If that doesn’t make the case for SEL learning, I’m not sure what would
Measuring what matters
We’ve long known that SEL-related skills like time management, interpersonal relationships, goal-setting and resilience are keys to success in school and in life. For example, most workplaces require collaboration with others and knowing how to manage your time and competing priorities.
These qualities are crucial, but they are harder to measure than, say, solving math problems or evaluating reading comprehension. That doesn’t mean we can’t use data to understand the direct impacts of learning SEL.
Looking at achievement data alongside SEL data may provide additional insights to help answer the “why” behind achievement gaps. It's one thing to look at data from a product like aimswebPlus alone, but when you look at it with data from the BASC Behavioral and Emotional Screening System or the BASC Social Wellness Skills System you are able to put additional pieces of the puzzle together. For example, maybe the student is easily distracted or needs to work on their organizational skills.
SEL can help. A recent report published by the Yale School of Medicine found that students who participated in SEL programs showed improvements in academic performance, overall well-being, and feelings of safety and security. The report was incredibly comprehensive, assessing 424 separate studies of SEL in K-12 to come up with its findings.
One particularly exciting finding was that these programs correlated with an increase in attendance, which is music to the ears of educators who are struggling with chronic absenteeism. One of the biggest barriers to learning is not being in school at all. I don't think it's an accident that students who reported better relationships with their teachers and felt more supported were more likely to attend school.
It was also inspiring to read that SEL programs are associated with a positive impact on mental health. Students who learn resiliency are better equipped to cope with challenges, which means they’ll do better at puzzling through a thorny problem in their schoolwork. Kids who have strong social and interpersonal skills forge more positive relationships with teachers and peers, which makes them more excited to come to school. Those who can better manage their time and get their work done are likely to fare better on their assignments.
Each of these successes helps promote a positive self-image, and they work together to create that protective factor that contributes to overall better mental health. It’s exciting when you consider how they all are intertwined.
Bringing SEL home
Presenting these competencies as “life skills” and directing families to the current research on SEL can help increase their buy-in. It’s also important to really listen to the feedback or reservations that caregivers voice. Taking their concerns seriously and providing thoughtful feedback is an opportunity to share how SEL will contribute to academic and life achievement. True SEL is a team effort.
After all, caregivers are students’ first teachers and the ones who, ideally, have first modeled and nurtured positive interpersonal relationships and confidence in their children. Viewing families as partners and engaging in conversations about SEL allows schools to establish continuity and ensure these skills are championed inside and outside the school arena.
I also recommend that schools work with local organizations like the YMCA, sports clubs and afterschool programs to infuse SEL concepts throughout a child’s environment. When kids realize they are surrounded by people who value and support these skills, they’ll have more opportunities to practice them and receive positive feedback — and more chances to strengthen their foundation in these critical aptitudes.
For more advice on proactively talking with caregivers about difficult topics, download the Playbook “5 Ways To Build Bridges With Families To Support Students” and visit our Mental Health Resource Center.