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What is Social Emotional Learning?
What is Social Emotional Learning?
Social-emotional learning (SEL) is defined as an integral part of education and human development that involves the acquisition and application of self-awareness, self-management, interpersonal skills, social awareness, and relationship skills.
The primary objective of SEL is to develop healthy identities, effective emotional management, goal attainment, empathy, supportive relationships, and responsible decision-making.
Key Milestones of Social & Emotional Learning in Education
Key Milestones of Social & Emotional Learning in Education
Ancient Greece
The origin of social and emotional learning can be traced by to ancient Greece with Plato's emphasizing of a holistic curriculum with character development. Plato suggested that holistic education should foster the development of individual's virtues and moral characters. As a result, the cultivation of ethical values and individual development should be prioritized in education.
The late 1960s
In 1968, James Comer, who worked as a child psychiatrist at the Child Study Center of Yale University, introduced the Comer School Development Program, an educational initiative focusing on students' psychosocial development.
The Comer School Development program advocated that the relationship between a school and a student's family plays a crucial role in determining the success or challenges economically disadvantaged children face (Goldberg, 1990). Comer's approach acknowledged the complicated factors that affect a child's educational experience, extending beyond traditional classroom to consider the broader socio-emotional context.
By highlighting the essential connection between schools and families, the Comer School Development Program aimed not only to meet academic needs but also to address students' overall well-being. This program introduced a comprehensive model for fostering positive psychosocial development within the educational system.
James Comer, MD, MPH, stands next to his portrait, which was unveiled at Yale Child Study Center on May 24, 2002.
The 1980s
In the 1980s, the Comer School Development Program significantly improved academic performance and addressed behavioral issues, positively contributed in the emerging Social and Emotional Learning movement. As a result, New Haven, Connecticut, became a focal point for SEL research, attracting education researchers like Roger P. Weissberg and Timothy Shriver.
Between 1987 and 1992, Roger P. Weissberg’ and Timothy Shriver’s actively involved in the establishment of the K-12 New Haven Social Development program. Around the same time, Dr. Weissberg collaborated with Dr. Maurice Elias in chairing the W.T. Grant Consortium on the School-Based Promotion of Social Competence. This consortium brought together education professionals to formulate a more comprehensive framework for fostering social and emotional skills within schools.
Building on the practices, John Dow, Jr., the superintendent of New Haven Public Schools, recognized the need for a districtwide emphasis on social development. This recognition promoted the progress in integrating SEL strategies across K -12 classrooms, making significant contributions to the broader enactment of social and emotional learning principles.
The 1990s to present
In 1994, a group of researchers, educators, practitioners, and child advocates came together to address what they saw as a gap in education—the absence of attention to social and emotional needs. This collaboration led to the birth of the Collaborative to Advance Social and Emotional Learning (CASEL) and the formalization of the term "social and emotional learning," reflecting their shared belief in addressing the various needs of all students.
This organization strived to push forward the SEL movement, emphasizing the importance of incorporating social and emotional skills into education. CASEL focused on conducting research supporting the effectiveness of SEL and advocating its inclusion in schools and districts. Since then, CASEL has maintained its goal of establishing evidence-based SEL as a crucial element in education, covering preschool through high school.
In 1997, nine CASEL collaborators co-authored "Promoting Social and Emotional Learning: Guidelines for Educators" formally defining the field of SEL.
Over the following years, research continued to highlight the positive impact of SEL on academic achievements and long-term success for students.
Timeline of CASEL’s Efforts and Milestones
The CASEL Founders:
Daniel Goleman, CASEL co-founder, author of Emotional Intelligence
Mark T. Greenberg, Prevention Research Center for the Promotion of Human Development, Penn State University
Eileen R. Growald, Venture Philanthropist
Linda Lantieri, Director, Inner Resilience Program
Timothy P. Shriver, Supervisor, New Haven Public Schools
David J. Sluyter, Senior Advisor, Fetzer Institute
Roger P. Weissberg, Professor of Psychology and Education, University of Illinois at Chicago
*The identifications refer to the professional involvements of founders at the time when they met.
👉 CASEL
They envision all children and adults as self-aware, caring, responsible, engaged, and lifelong learners who work together to achieve their goals and create a more inclusive and just world through a commitment to SEL.
CASEL formed a community from classrooms to statehouses to make social and emotional learning part of a high-quality and equitable education for all.
References
Fundamentals of SEL. CASEL. (2023, October 9). https://casel.org/fundamentals-of-sel/
Person. (2011, October 7). Social and Emotional Learning: A short history. Edutopia. https://www.edutopia.org/social-emotional-learning-history
Goldberg, M. F. (September 1990). Portrait of James P. Comer. Educational Leadership, 48(1), 40-42.
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