Giving Compass' Take:

• Schools must be mindful of using social and emotional learning instruments carefully and avoiding over-reliance on formal assessments. 

• How can donors support SEL efforts?

Here's an article on how to support SEL educators. 

Social and emotional learning (SEL) has become popular among many education scholars, policymakers, and practitioners, as evidenced by the attention and praise bestowed on the final report of the Aspen Institute’s National Commission on Social, Emotional, and Academic Development (SEAD).1 State and federal education agencies have signaled to educators that they value SEL-related practices and outcomes, and professional organizations’ journals are increasingly filled with SEL content.

SEL is typically defined as the process through which students develop interpersonal skills, such as social awareness, and intrapersonal skills, such as emotion regulation.3 This definition is quite broad, and educators have access to a mind-boggling number of frameworks that list and define specific skills.4 Regardless of which definitions or frameworks educators adopt, they need ways to monitor and measure their SEL practices and assess whether these practices are actually helping students.

Read the full article about SEL by Laura S. Hamilton and Heather L. Schwartz at AEI.