School-Based Social and Emotional Learning (SEL) Programming: Current Perspectives

In 1994, the Fetzer Institute hosted a conference to address concerns about the various, disjointed school-based efforts that had surfaced over the years. In attendance were a range of researchers, educators, and advocates with diverse interests related to meeting the developmental, psychological, educational, and general health needs of children. These issues were discussed, and the term social and emotional learning (SEL) was introduced. SEL described a framework for providing opportunities for young people to acquire the skills necessary for attaining and maintaining personal well-being and positive relationships across the lifespan. Out of this 1994 meeting, the Collaborative for Academic, Social, and Emotional Learning (CASEL) was formed with the goal of “establishing high-quality, evidence-based SEL as an essential part of preschool through high school education” (Elias et al., 1997; Greenberg et al., 2003; Kress & Elias, 2006). Since its conception, CASEL has defined SEL more specifically and has served as a guide to school-based SEL programming (CASEL, 2003). According to CASEL, SEL describes the acquisition of skills including selfand social awareness and regulation, responsible decision making and problem solving, and relationship management. The first of CASEL’s 39 Guidelines for Educators delineates four primary domains of SEL: “(1) life skills and social competencies, (2) health promotion and problem-prevention skills, (3) coping skills and social support for transitions and crises, and (4) positive, contributory service” (Elias et al., 1997; Kress & Elias, 2006). These skills are critical at all levels of development but vary in their application over the life course. Underlying SEL programming is a theoretical foundation based on the ideas that essential learning takes place in the context of relationships and that similar risk factors are responsible for various maladaptive outcomes