Shifting Perceptions and the Politicization of SEL

7 min read

TITLE: Shifting Perceptions and the Politicization of SEL

While social-emotional learning (SEL) was originally embraced across many districts as a critical supplement to academic instruction, its position in education policy has become increasingly precarious due to the broader political discourse surrounding school curricula. Critics have recently conflated SEL with political ideologies, often linking it with diversity, equity, and inclusion (DEI) initiatives, which have been subject to heightened scrutiny in some states. This association has led school boards and administrators to reevaluate or scale back SEL programming, even in districts where it had previously been well accepted and integrated into daily instruction.

This shift has immediate implications for municipal governments, particularly those that support or coordinate out-of-school-time programs aligned with SEL principles. Municipal leaders must now navigate a landscape where educational strategies once considered nonpartisan are being reframed as contentious. As such, local leaders should prepare to engage with constituents, school officials, and policymakers to clarify the purpose and benefits of SEL. Transparent communication and strong partnerships with community-based organizations can help maintain support for programs that build emotional intelligence, resilience, and interpersonal skills among youth—traits consistently linked with long-term academic and career success¹.

Evidence-Based Benefits of SEL in School and Community Settings

Numerous longitudinal studies have demonstrated that SEL not only improves student behavior and mental health but also contributes to academic achievement. A meta-analysis conducted by the Collaborative for Academic, Social, and Emotional Learning (CASEL) found that students participating in evidence-based SEL programs showed an 11 percentile-point gain in academic performance compared to peers who did not participate². These gains were observed across demographics, suggesting that SEL can serve as a leveling force in education when implemented equitably.

Beyond the classroom, SEL skills are essential for workforce readiness and civic engagement. Municipal programs that incorporate SEL strategies—such as youth leadership councils, service-learning initiatives, and mentorship programs—provide structured opportunities for young people to practice empathy, cooperation, and goal-setting. These skills not only support personal development but also contribute to safer communities and improved public health outcomes. For example, cities that have integrated SEL into afterschool programs have reported reductions in youth violence and disciplinary referrals³. This evidence supports the argument that SEL is not an optional add-on but a foundational component of a comprehensive education strategy.

Strategies for Sustaining SEL Amid Budget and Political Constraints

Faced with diminishing budgets and increasing political resistance, municipal leaders and school administrators must adopt adaptive strategies to sustain SEL initiatives. One practical approach is to embed SEL competencies within existing instructional frameworks rather than treating them as standalone programs. For instance, integrating SEL into literacy instruction or project-based learning allows educators to reinforce emotional and social skills while still meeting academic goals. This strategy can reduce costs and mitigate political pushback by framing SEL as a method for enhancing educational outcomes rather than as a separate ideological agenda.

Another effective strategy involves leveraging partnerships with local nonprofits, mental health agencies, and youth-serving organizations. These partners can deliver SEL-aligned programming without placing additional strain on school budgets or staffing. Municipal governments can play a coordinating role, ensuring alignment across agencies and increasing access to consistent, high-quality programming. Additionally, pursuing grant opportunities from federal and philanthropic sources can help fund SEL efforts without drawing from general education budgets. For example, the U.S. Department of Education offers funding under the Full-Service Community Schools program, which supports integrated student supports including SEL components⁴.

Engaging Stakeholders to Rebuild Trust and Understanding

Restoring broad community support for SEL requires targeted engagement with families, educators, and civic leaders. Misinformation and misunderstandings about SEL’s purpose have fueled much of the recent controversy. Municipal officials and school leaders should consider hosting listening sessions, town halls, and parent workshops that demystify SEL and emphasize its alignment with community values such as personal responsibility, respect, and perseverance. By framing SEL as a tool for developing life skills rather than as a vehicle for political ideology, stakeholders may be more inclined to support its continued inclusion in curricula.

Furthermore, school districts and municipalities should invest in professional development for educators and staff to equip them with the language and strategies needed to communicate SEL’s value effectively. Teachers often serve as the front line of communication with parents and can be powerful advocates for SEL when properly supported. Providing them with evidence-based talking points, case studies, and data on student outcomes helps reinforce SEL’s impact and legitimacy. Consistent messaging across institutions can help reduce skepticism and foster a shared commitment to student development⁵.

Policy Recommendations for Municipal and Education Leaders

To protect and advance SEL integration, municipal and educational leaders should prioritize policy actions that emphasize SEL’s educational and civic benefits. First, local governments should consider including SEL as a core component in youth development strategies and comprehensive education plans. This includes outlining SEL outcomes in strategic documents, aligning funding priorities, and setting measurable goals for SEL proficiency alongside academic indicators. Demonstrating a direct connection between SEL and community goals, such as workforce readiness or reduced juvenile justice involvement, can strengthen the case for its inclusion.

Second, municipal leaders should advocate for state-level policy protections for SEL. Engaging with state boards of education, legislators, and governor’s offices to encourage supportive policies and funding streams can help institutionalize SEL and shield it from ideological shifts. Additionally, municipalities can track and report SEL outcomes through public dashboards or annual reports, increasing transparency and accountability. These actions help elevate SEL beyond a programmatic offering to a systemic priority that reflects community values and long-term goals for youth development⁶.

Conclusion: Reframing SEL as a Civic Imperative

While the current political environment presents obstacles to the continued integration of SEL, municipal governments and educational leaders have tools at their disposal to sustain and evolve this critical work. By reframing SEL as a civic imperative rather than a partisan issue, leaders can build durable coalitions that support the full development of young people. SEL is not simply about managing emotions; it is about preparing students to contribute meaningfully to their communities, workplaces, and democratic institutions.

Sustaining SEL requires both strategic adaptation and unwavering commitment to youth development. Through thoughtful policy, cross-sector collaboration, and consistent community engagement, municipalities can ensure that SEL remains a vital part of education from early childhood through high school. The path forward depends on clear communication, evidence-based practice, and inclusive leadership that centers the well-being and success of all students.

Bibliography

Jones, Stephanie M., and Emily J. Doolittle. "Social and Emotional Learning: Introducing the Issue." The Future of Children 27, no. 1 (2017): 3-11. https://www.jstor.org/stable/44219020.
Durlak, Joseph A., et al. "The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions." Child Development 82, no. 1 (2011): 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x.
Collaborative for Academic, Social, and Emotional Learning (CASEL). "SEL and School Climate: Practical Tools for Implementation." CASEL, 2020. https://casel.org/impact/.
U.S. Department of Education. "Full-Service Community Schools Program." Office of Elementary and Secondary Education, 2023. https://oese.ed.gov/offices/full-service-community-schools-program/.
Bridgeland, John, Mary Bruce, and Arya Hariharan. "The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools." Civic Enterprises, 2013. https://files.eric.ed.gov/fulltext/ED558068.pdf.
Weissberg, Roger P., et al. "Social and Emotional Learning and Positive Behavioral Interventions and Supports." Center on Positive Behavioral Interventions and Supports, 2015. https://www.pbis.org/resource/social-and-emotional-learning-and-positive-behavioral-interventions-and-supports.