Social and emotional learning (SEL) at the district level involves a coordinated set of evidence-based programs and practices. These programs aim to enhance social, emotional, and cognitive development, positive behavior, interpersonal relationships, and academic performance. More than two decades of research show that SEL is integral to high-quality education. Recognizing this impact, district administrators, principals, teachers, parents, students, and business leaders continue to advocate for SEL programs for schools.

The importance of SEL in schools has become more central in education because of increased demand. A 2024 report found that more and more K–12 schools in the US are implementing SEL instruction to promote thriving for their students.

Here’s what we will cover in this blog:

1. 1. Importance of SEL In Schools
   2. What Makes an SEL Program for Schools Effective
      • Understanding the S.A.F.E. Framework for Successful SEL Implementation
   3. Challenges of Implementing SEL Programs in Schools
   4. Best Practices and Strategies for Administrators Implementing SEL Programs in Schools
      • The Role of School Administrators in SEL Success
      • Advocating for Professional Learning
      • Creating Supportive Conditions for SEL
      • Driving SEL Implementation Decisions
      • Involving Administrators in Early Planning

 

Importance of SEL In Schools

A large body of evidence indicates that well-implemented SEL programs improve academic, social, and emotional outcomes for students and educators. For example, a recent research study found that when students participate in high quality SEL, they benefit through improvements in academic achievement, school climate, and school functioning. Additionally, they experience enhancements in social and emotional skills, prosocial and civic behaviors, and reduced internalizing and externalizing problems.

Looking at the district level, a study of eight large urban districts nationwide that implemented SEL programs for schools found that SEL:

1. Improved academic performance, including improved reading and math scores on the National Assessment of Education Progress (NAEP), higher grade point averages, and greater improvements in standardized test scores in English language arts and math achievement.
2. Improved behavior outcomes, including an increase in attendance and students’ social-emotional competence, along with a decrease in suspensions.
3. Improved school environments, as measured by district surveys.
   
   

To learn more about the importance of SEL programs for schools and how the right programs support both students and educators, explore the success stories from Leander Independent School District, Washington County School District, and other case studies here.

 

What Makes an SEL Program for Schools Effective

Research studies consistently show positive effects of SEL programs for schools. However, outcomes are more robust when these programs are implemented with adherence to how they were designed to support students.

To support school leaders and educators implement well, the most common strategy is to have professional learning for SEL implementation. This ensures educators and school staff understand what SEL is, what social and emotional competence looks like. It also helps recognize how building adult and student SEL competence supports long-term outcomes, and what implementation is supposed to look like in classrooms and schools.

Understanding the S.A.F.E. Framework for Successful SEL Implementation

There is strong evidence that programs that are designed to be SAFE are beneficial for students. The acronym SAFE means Sequenced, Active, Focused, and Explicit:

• Sequenced. Connected and coordinated activities to foster skills development.
• Active. Active forms of learning to help students master new skills.
• Focused. Containing a component that emphasizes developing personal and social skills.
• Explicit. Targeting specific social and emotional skills.

SAFE strategies include the use of a sequenced step-by-step learning approach, emphasizing active forms of learning. They have students practice new skills, dedicating specific time and attention to skill development, and are explicit in defining the SEL skills they attempt to promote. While the benefits of SAFE have been established for over a decade, recent research has underscored its continued importance for SEL programs.

Challenges of Implementing SEL Programs in Schools

There are many challenges when it comes to implementing evidence-based programs in school districts. While not specific to SEL programs, it is widely known that lack of time, lack of funding, and lack of training make it more difficult for teachers and educators to implement.

Another challenge arises when it’s unclear when SEL will be implemented during the school day. When districts adopt an SEL program, it can often be up to schools to determine where in the daily schedule it will be facilitated. District leaders can empower schools by giving them options and the autonomy to allocate the time needed to implement an SEL program effectively. For example, elementary schools often plan a dedicated SEL block for direct instruction. If a dedicated SEL block isn’t possible, it’s helpful when teachers or the teams they are part of (e.g., grade level teams or PLCs) have specific choices for when and where to fit the program into their schedules.

In other words, when planning for use of an SEL program, schools should consider how it can best align with existing structures and routines at the district and school levels. This can be especially challenging in middle and high schools, where curricular time is less flexible than in elementary school. Because middle and high school days are often organized around individual schedules, teachers have fewer opportunities for consistent SEL practice with their students. This could mean integrating SEL programs into an existing advisory period or homeroom.

Best Practices and Strategies for Administrators Implementing SEL Programs in Schools

The Role of School Administrators in SEL Success

The special importance of school administrators to the success of SEL deserves attention. Principals influence how well SEL programs are implemented by staff, how well these programs are sustained, and the magnitude of improvement in student outcomes. Given the importance of school administrators in implementing SEL in schools, how can district administrators use their influence to support them?

Advocating for Professional Learning

First and foremost, district leaders can help communicate the importance of SEL across the district, set high expectations, and allocate resources that will support SEL in schools. One of the most effective ways to advocate for SEL is to support professional learning (PL) for staff. This can involve creating space for PL in the district’s calendar, or providing resources that empower principals to have PL for SEL for their staff.

Creating Supportive Conditions for SEL

District administrators play a vital role in creating the conditions for their schools to prioritize and advance SEL. When district administrators include SEL in their strategic planning, policies, and budgets, they lay the groundwork for improved SEL practices. This support benefits both students and staff through targeted professional learning for educators.

Driving SEL Implementation Decisions

District administrators also play a crucial role in driving decisions that impact planning for SEL implementation in schools. A key decision is identifying the team that will lead SEL across the district, or identifying multiple teams that will collaborate to lead SEL. Teams that frequently lead SEL in districts include departments such as Student Support Services, Curriculum & Instruction, Teaching and Learning, and Health and Wellness. These are just examples and district administrators can use their knowledge of their own district to determine which departments will be taking the lead and collaborating.

Involving Administrators in Early Planning

District administrators should also be involved early on in planning so they can learn what schools need to implement effectively. What supports and technology do they need? For example, programs like Everyday Speech include videos and interactive, online games. How often are the lessons facilitated? For how long? Knowing this can help district administrators identify opportunities and help principals create collaborative planning opportunities to bring the school communities together. Examples include integrating SEL work into existing professional learning communities, and addressing SEL during staff or department meetings.

Conclusion

Successful SEL implementation can follow multiple pathways. Regardless of the approach, the engagement and commitment of both school and district leadership is essential. In the long-term, district-level coordination and support of SEL is critical to ensuring rich educational experiences for all students. By identifying and supporting evidence-based programs for teaching SEL, and integrating SEL into all district priorities—such as academics, discipline, and student supports like MTSS—the district ensures all students benefit from SEL.

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