The Role of Social-Emotional Learning in Modern Education: Nurturing the Future

Social Emotional Learning

I won’t begin this article with alarming statistics about school violence or sensational headlines about students' mental health struggles since the pandemic. Nor will I start with an anecdote that tugs at your emotions with familiar school scenes. Instead, let's get straight to the point: social-emotional learning (SEL) is a crucial yet often overlooked element in many educational systems today. This article will focus on demystifying SEL and exploring its significance—not only for student well-being and the overall school environment but also for academic success and preparing students with essential skills for the workforce.

There may be some confusion as to what exactly social-emotional learning (SEL) is or what it entails. Despite its proven benefits, SEL is often misunderstood. Those who judge superficially on the basis of the term may imagine it is little more than pandering to children’s sensitivities or that it amounts to  “wishy-washy” discussions of feelings that take vital class time away from fundamental academics. This is not accurate and would be an unfortunate misunderstanding. Detractors sometimes dismiss it as a passing trend or an unneeded addition to the academic curriculum. However, research shows that SEL is not just about fostering ‘soft skills’ but is integral to academic success and student well-being.  Let’s first attempt to accurately define SEL and trace its origins in the educational field. 

SEL aims to cultivate emotional intelligence, social skills, and self-awareness, which are essential for both academic success and overall well-being.  A contemporary meta-analysis by Cipriano et al. (2023) shows the effectiveness of universal school-based social and emotional learning (SEL) interventions in improving students' social-emotional skills, behavior, and academic performance.  One could argue these components have always been a part of education going back as far as ancient Greece, they just weren’t given a specific name. Aristotle said, "The more you know yourself, the more clarity there is. Self-knowledge has no end."  Self-knowledge connects to the meta-cognitive components of SEL, which involve understanding how we learn. These meta-cognitive aspects include self-awareness, self-monitoring, time management, recognizing your learning styles, and comprehending what drives and engages you. These qualities will benefit students in designing study habits, choosing methods of learning, devising schedules, and monitoring their own comprehension so that they can ask for clarity or guidance when needed. 

"The happiness of your life depends upon the quality of your thoughts." –Marcus Aurelius

The famous stoic and Roman Emperor Marcus Aurelius stated, “The happiness of your life depends upon the quality of your thoughts." By guiding students to manage their thoughts and emotions, SEL enables them to attain greater happiness and success in both their personal and scholastic lives. The ability to cultivate and sustain a healthy mindset isn’t solely dependent on personal characteristics, but an ability that can be cultivated through intentional instructional practices. Another meta-analysis of SEL found that comprehensive programs (such as one titled Positive Action) that incorporate SEL into daily activities along with attention to school climate, counselor programs, and parent and community programs have positive effects on reading, math and science scores. (Corcoran et al., 2018) These practices equip students with essential skills that translate into real-world applications and career readiness. This focus on developing healthy thought patterns is deeply intertwined with the foundational principles of SEL, which draws on a rich history of psychological theories. 

A Brief History of the roots of SEL

Social-emotional learning has roots in psychology and cognitive science.  We can trace two important influences in Albert Bandura’s social learning theory (1977) and Vygotsky’s  socio-cultural theory (1962) of cognitive development. They both recognize that learning does not occur in a vacuum but is influenced by observation, imitation, and cultural contexts. Bandura bridged the gap between behaviorism and cognitive approaches by emphasizing the role of observational learning, where individuals not only learn by watching others but also reflect on and interpret what they observe. The cognitive processes of attention, retention, and motivation are involved in learning.  Vygotsky recognized the importance of community in creating meaning and the role of collaborative dialogue in forming ideas and beliefs as well as developing problem-solving procedures.  We are social creatures and learn best from other people. According to Vygotsky, children learn from adults by incorporating tools and ideas through guided practice. He coined the term “zone of proximal development” to describe the stage at which students can complete a task with help from a knowledgeable adult, but not entirely independently. (Tzuriel, 2021) Over time students gradually “internalize” strategies and concepts they have seen externally. The learners’ thinking processes have become more developed to handle problem solving tasks independently. Books and information play important roles, but from a young age we transmit knowledge to each other in a social context. This necessarily involves communication skills such as listening, interpreting, self-expression, respect, tolerance, empathy, and conflict resolution. These theories highlight the essential social dimension of all learning. In today's increasingly digital world, social skills are more crucial than ever, as many jobs demand a high level of finesse in collaboration and communication.

As educational landscapes evolve, integrating social skills into the curriculum becomes a key goal. To foster a supportive learning environment, students need to develop strong social awareness skills. Social awareness skills encompass the ability to communicate clearly and effectively, collaborate respectfully, express oneself authentically, empathize with others, listen actively, resolve conflicts, and navigate differing viewpoints with tolerance and negotiation. Social skills also correlate with many subject areas in terms of communication skills that can be developed through speeches, debates, writing, and project-based learning.  SEL not only helps students learn academic subjects better and have healthier attitudes, but also prepares students for the workforce by developing skills such as teamwork, communication, and problem-solving. These skills are crucial for success in a competitive job market and can drive economic growth. 

The emotional component of SEL involves an understanding that the mind is composed of not just thoughts but emotions. Humans can have feelings about their thoughts and thoughts about their feelings. The two phenomena are intertwined. A student may have a feeling of frustration or excitement while learning a new concept. There may be self-consciousness, fear of rejection, curiosity, desire to please, or joyful engagement in particular learning experiences. To ignore the emotional dimension of the learning experience would be to overlook a critical aspect of how students engage with, process, and retain information, ultimately hindering their ability to fully comprehend and connect with the material.  Neuroscience studies have shown that emotional dysregulation and trauma interfere with memory encoding and retention. We cannot learn well  if we are in an emotionally agitated frame of mind. Emotional intelligence and skill building include issues such as managing stress, controlling impulses, challenging unhelpful thoughts, developing personal goals, expressing emotions effectively, use of calming strategies, developing resilience, mindfulness practices, and problem-solving strategies which could include cognitive reframing or role-playing.

An important aspect in social emotional skills is cultivating self-confidence. Believing in one's ability to grow and improve allows for the acceptance of imperfection and encourages taking action despite fears. Two terms that have been studied and described regarding confidence in educational contexts are “growth mindset” and “grit”. Growth mindset refers to the understanding and belief that intelligence or skills grow with time and practice. This concept recognizes that learning happens by making mistakes and involves changes over time. Where one is at the moment isn’t where one will always be. It is forward thinking and involves a belief in one’s ability to evolve. The term “grit” was popularized by Angela Duckworth in her book, “Grit: The Power of Passion and Perseverance”  and refers to determination and ability to persist in spite of challenges.  Building endurance and tolerance for hard work is one aspect of grit, but another is the perceptive ability to sort out our values and challenges. As Duckworth states in her book, "Grit grows as we figure out our life philosophy, learn to dust ourselves off after rejection and disappointment, and learn to tell the difference between low-level goals that should be abandoned quickly and higher-level goals that demand more of our time and energy." (2018)  By building self-confidence, individuals can empower themselves to face challenges head-on, fostering healthier habits and a more productive mindset. 

“In the middle of every difficulty lies opportunity.” – Albert Einstein

Consider the issue of the three P’s: perfectionism, procrastination, and paralysis. This dysfunctional cycle often begins with being overly self-critical or setting unrealistically high expectations. As psychologist Dr. Stein notes, “The perfectionist engages in rigid, black-or-white thinking about their performance.” (2024) Perfectionism can become agonizing when every task or problem is expected to meet an impossible standard, which can lead to procrastination. If anxiety is associated with the task or learning situation, it may be avoided due to the discomfort it brings. Without intervention, this cycle can escalate to paralysis, where assignments remain unfinished, courses are dropped, or projects are abandoned. Developing self-awareness to recognize this pattern and intervening at various stages can help break the cycle. For example, one might adopt gradual brainstorming or studying techniques, understanding that improvement can come with time and revision, thereby easing the pressure to be perfect from the start. Alternatively, addressing procrastination by acknowledging that avoidance will only exacerbate the issue can also be effective. By recognizing and disrupting this cycle, one can foster healthier habits and a more productive mindset.

Any program or topic can be implemented wrong or misapplied and SEL is no exception. Randomly attaching a question about emotions to a math problem is not true social-emotional learning, nor is telling students what to think regarding particular political subjects. SEL is rooted in self knowledge and responsibility as well as critical thinking and applying concepts to real world issues.  In order for SEL to be a worthwhile practice that truly supports students’ growth it needs to be properly integrated into the curriculum rather than used like a superficial checklist. If SEL activities are managed as one-size-fits-all solutions or are put into practice without thinking of the specific needs and cultural backgrounds of students, the beneficial outcomes may be lost. SEL should be embedded into academic work that naturally facilitates the concepts rather than as stand alone lessons disconnected from other subjects. Project based learning, Kagan techniques, classroom discussions and debates, interdisciplinary approaches, building a classroom “culture”, role-playing activities, and even gamification can all be used as SEL activities in various subjects. Studies on these approaches have shown that integrating SEL into academic content not only enhances students' social-emotional skills but also improves educational outcomes. 

Some of the SEL approaches most widely used in schools are not in fact the most effective. Districts and schools should adopt and continually assess evidence-based SEL programs.  Additionally, if teachers are not properly trained in SEL principles and activities, they may struggle to implement or integrate SEL in meaningful ways or have difficulty creating a learning context where students feel supported, which could lead to ineffective or even counterproductive results. We need to bridge the gap between theory and practice, research and implementation. This may involve intentional collaboration between those knowledgeable in SEL practices,  subject matter experts, curriculum designers, and teachers. For social emotional learning to work, it needs to be adapted to the particular context of the school and student community, with a dedication to continual reflection and refinement. 

References

Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based sel interventions. Child Development, 94(5), 1181–1204. https://doi.org/10.1111/cdev.13968  

Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001 

Duckworth, A. (2018). Grit: The power of passion and perseverance. Scribner. 

Stein, S. (2024, April 30). The 3 PS: Perfectionism, procrastination, and paralysis. Psychology Today.https://www.psychologytoday.com/us/blog/what-the-wild-things-are/202404/the-3-ps-perfectionism-procrastination-and-paralysis#:~:text=Key%20points,unable%20to%20accomplish%20our%20goals. 

Tzuriel, D. (2021). The Socio-Cultural Theory of Vygotsky. In: Mediated Learning and Cognitive Modifiability. Social Interaction in Learning and Development. Springer, Cham. https://doi.org/10.1007/978-3-030-75692-5_3