There is a breadth of research on the benefits of learning social-emotional competencies and how they are tied to improved academic outcomes. In a comprehensive meta-analysis of 213 published studies on SEL interventions for preschool through 12th grade, researchers found statistically significant improvement in student behaviors and academic performance (Durlak et al., 2011). With student rebellion and disinterest in learning highly correlated with an achievement gap (Ratcliff et al., 2017), SEL stands out as a compelling way to create the best possible learning environment for students, particularly those who are struggling most.

Research shows that while many schools recognize the significance of SEL in the classroom, they implement SEL programs haphazardly and inconsistently, leading to limited benefits (Elias & Leverett, 2011). In addition, schools may end programs quickly if they don't see immediate results. “These skills are learned best and most deeply when students are in collaboration with their teachers and learning cooperatively with their peers (Elias et al., 2014, p.21).” A school-wide and comprehensive SEL program can offer students skills that will help them succeed in many areas, including school, personal relationships and family, and career-building (Hatchimonji et al. 2017).

Intentional efforts at generating a success mindset in students by improving school culture, climate, and students’ social-emotional and character development consistently over many years can produce the long-term benefits that teachers want most for their students (Elias et al., 2014).