SEL Outcomes for Schools

SEL Outcomes for Schools

Our children spend, on average, around 1,000 hours in school a year. That does not take into account the hours spent in extracurricular activities, school functions, etc. But the peak hours of the day are spent in actual instruction. Currently, SEL programs are only present (at least, with regards to real legislative action) in five states, and those programs are still in the early stages of development. That means that 45 states have little to know social-emotional instruction. When our children are spending a large majority of their time in the classroom, you would expect that they would be receiving instruction in such things as compassion, self-worth, social intelligence, and other facets that make us more well-rounded and functional adults. But, for the most part, our schools have cut many programs that sponsor this type of teaching (as well as greatly reducing the art programs), and have instead completely focused on academics. Adolescence is a time of development and maturation, and if our students are only learning facts and figures they are missing out on equally important SEL criteria.

SEL programs can benefit schools through:

  • decreased behavioral interventions
  • fewer suspensions and expulsions
  • greater test scores and academic performance
  • higher graduation rates/lower dropout rates  
  • calmer classrooms

Students who receive SEL programming (as compared with control groups) perform:

  • 9 percentile points lower in conduct problems
  • 11 percentile points higher in academic achievement

These students are also more likely to:

  • complete high school and college
  • have increased academic achievement in all grades and on into college