Supports for Social and Emotional Learning in Schools
Oct 13, 2020
RAND researchers present results from a spring 2019 survey of a nationally representative sample of kindergarten through grade 12 (K–12) public school teachers about their social and emotional learning (SEL) practices, their beliefs about SEL, their emotional well-being, professional development related to SEL, school-level supports for SEL, and district and state SEL standards.
Findings from the American Teacher Panel
|PDF file||0.7 MB|
|PDF file||0.4 MB|
RAND researchers present results from a spring 2019 survey of a nationally representative sample of kindergarten through grade 12 (K–12) public school teachers about their approaches to supporting students' social and emotional learning (SEL) and the factors that might influence those approaches. The authors explore teachers' SEL practices, including both classroom- and school-level approaches. The authors also examine teachers' beliefs about SEL, their emotional well-being, professional development related to SEL, school-level supports for SEL, and district and state SEL standards. All of these conditions can contribute to the likelihood that educators will adopt high-quality SEL practices. The findings shed light on how SEL practices and supports can depend on the population of students that a school serves and explore how multiple aspects of teacher well-being are related to SEL practices. Although these data were gathered before schools closed because of the coronavirus disease 2019 (COVID-19) pandemic in spring 2020, the findings will continue to be relevant as educators work to enact SEL practices in both in-person and remote instructional contexts in future school years.
This study was sponsored by The Wallace Foundation and undertaken by RAND Education and Labor.
This report is part of the RAND Corporation Research report series. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.