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Fall 2016 | Volume 22 | Number 3
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Barbara Michelman
Policymakers and practitioners are now discussing how to best embed social and emotional learning (SEL) across preK–12 schooling. The recently enacted Every Student Succeeds Act requires multiple measures for accountability, including at least one "nonacademic" indicator generally understood to be an SEL measure. Yet, even as the United States begins implementing SEL across its educational system and shifting from high-stakes, strictly test-based accountability, SEL experts debate whether we can accurately measure and assess these competencies. This brief reviews the complexities of that discussion, as well as the support, challenges, and successes states have experienced in implementing SEL across districts and in schools.
One Texas district's experience implementing social and emotional learning in its schools
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