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A Systematic Review of State-Level Social-Emotional Learning Standards: Implications for Practice and Research
School Psychology Review
Format: Journal Article
Publication Date: Nov 30, 2017
Pages: 316 - 326
Sources ID: 89781
Notes: Accession Number: EJ1192144; Acquisition Information: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:; Language: English; Education Level: Elementary Secondary Education; Reference Count: 32; Journal Code: NOV2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Publication Type: Information Analyses; Entry Date: 2018ISSN 0279-6015ISSN 0279-6015
Visibility: Public (group default)
Abstract: (Show)
Social-emotional learning (SEL) programs and practices have garnered increased interest over recent years, primarily in response to a preponderance of research regarding universal, targeted, and intensive SEL programs. Along with this interest have come repeated calls for the adoption of standards for SEL at the state level. A systematic review was conducted to examine existing preschool and kindergarten through 12th grade SEL standards across all 50 states within the United States and the District of Columbia. This review included an examination of freestanding SEL standards, as well as those embedded within health, physical education, and/or counseling standards. Coded variables of interest included the specification of age- or grade-related categories (e.g., birth to age 3, grades K-2) and standards alignment with the five Collaborative for Academic, Social, and Emotional Learning (CASEL) core competencies (i.e., self-awareness, self-management, social awareness, relationship skills, and responsible decision making). Results demonstrated every state has freestanding preschool SEL standards; however, only 11 states have freestanding SEL standards at the K-12 level. SEL standards were much more prevalent within health education standards across K-12 settings. Implications for practice and research are discussed in relation to the development and appropriateness of age- and grade-level SEL standards.