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A large body of evidence indicates that well-implemented social and emotional learning (SEL) programs improve academic, social, and emotional outcomes for students and educators. Education policy has the potential to influence the high-quality implementation of SEL, from the school district, to the school, to the classroom. Before and during the coronavirus disease 2019 pandemic, U.S. states enacted supportive policies and conditions to promote SEL in schools. However, curricula that foster the development of social and emotional competences have been one of many controversies about the instructional content and instructional practices schools should use to teach students. Thus, legislators in nine states have proposed bills to prohibit or inhibit SEL instruction in kindergarten through grade 12 (K-12) schools. In this report, the authors investigate whether states' SEL policies (for and against) are associated with the implementation of SEL by K-12 schools, as reported by teachers and principals. In their approach, the authors merge the survey data they collected from educators with the results of the Collaborative for Academic, Social, and Emotional Learning's (CASEL's) nationwide scan of each state's and the District of Columbia's SEL-relevant policies and conditions. The authors also study whether SEL implementation is correlated with two teacher-reported indicators of positive student experience: supportive climate and student interest in learning. The authors' findings show whether state policymakers' SEL-related policies (including legislation and guidance) connect to schools' on-the-ground decisions and implementation, as reported by principals and teachers.

We are at a pivotal time in our country. As reading achievement declines pre-and post-COVID-19, large portions of our nation's students continue to be underserved by our education system while many teachers do not have needed support to provide evidence-based literacy instruction (NAEP, 2024). In this white paper, the Collaborative for Academic, Social, and Emotional Learning (CASEL) and leading researchers across diverse disciplines urge policymakers to consider the full breadth of research on literacy to enable strong reading development and to improve teacher knowledge and their ability to deliver rigorous instruction. We demonstrate evidence for an integrated approach to building foundational reading skills that also focus on comprehension, language, knowledge, and social and emotional learning. Since the 2000 National Reading Panel, new insights have emerged from a comprehensive understanding of the Science of Reading about the nature of reading, how students develop their skills in it, and effective teaching pedagogy. In many states, legislation has been passed in the past few years emphasizing a comprehensive approach to improving reading and literacy. While this is a good start, more must be done to support the literacy development of all students and close gaps in reading achievement. Such an undertaking cannot be achieved without comprehensive and long-term literacy programs based on solid empirical evidence. Current research in the fields of human development, learning sciences, and neurosciences build upon each other and demonstrate that learning environments and instruction must support students' social and emotional development and well-being to drive student literacy development. The white paper also puts forward research and policy recommendations to support a comprehensive approach to supporting student literacy development and instruction through: (1) Strengthening Education Research, including by: (a) Updating the National Reading Panel and Commissioning Studies on Literacy Development; and (b) Bridging the Science of Reading and the Science of Learning and Development; (2) Strengthening Teacher Preparation and Professional Development; and (3) Expanding Access to Reading Supports in the Classroom, School, and Community Libraries.

Research indicates that establishing collaborative partnerships between educators and families and using complementary strategies to promote learning in school and at home create optimal conditions to promote student's academic, social, and emotional skill development (Albright et al., 2011). As reflected in the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework (n.d.a), families and caregivers are essential to the implementation of high-quality social and emotional learning. Federal K-12 education law includes important provisions and resources to foster parent and family engagement in schools. To help support alignment between schools and families, this brief explores opportunities for how states and districts can leverage the Every Student Succeeds Act (ESSA) to help strengthen family engagement in support of students' academic, social, and emotional learning. This brief also makes key recommendations to states and districts to support and advance this crucial work, particularly using formula-funded ESSA programs. As students return to their fourth academic year since the initial impact of COVID-19 pandemic--which has had devastating impacts on every facet of student learning--it is imperative that educators and families continue to strengthen their relationships to support students' academic, social, and emotional needs.