A response to constructive criticism of Social and Emotional Learning. (April 2020)

• Record Type: Journal Article
• Authors: Shriver, Timothy P.; Weissberg, Roger P.
• Is Part Of: Phi Delta Kappan. Volume 101:Number 7(2020)
• Page Start: 52
• Page End: 57
• Publication Date: 2020-04
• Subjects: social -- emotional -- learning -- SEL -- CASEL -- schools -- movement -- criticism -- definition -- hype -- equity -- politics; Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/0031721720917543
• Languages: English
• ISSNs: 0031-7217

Abstract

Recent years have seen a rapid expansion of efforts to promote social and emotional learning (SEL) in the nation's schools. As some observers have pointed out, though, the growth of the SEL movement poses some challenges. In particular, concerns have been raised about the need for clearer definitions of SEL, less hype, more attention to equity, and a more patient approach to gaining public support. Such constructive criticism is welcome, say two longtime leaders of the SEL movement. But it's important to keep them in perspective and recognize the movement's strengths, as well .