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1 1 (May 27, 2020)

handle is hein.amenin/aeiadan0001 and id is 1 raw text is: Key Points In a Fid n which Ito en laimer d tt nothng o ks, socia and ermotional learning (SEL has a track rco A of veriabe, f modest, success * SE!_ has suc eeded by meeting real deand for is serices, setting modest and specific goas and avoidin-g a one-size-fits-all mnental ty *he most promsing iproaches integate academics and SEL schoowide rather than marng SE a set-aide prgram. Meawr mm- )polcyrnakers should be wary of mandating SEL; there is no faster way to lose support for an tiatave than to require that everyone take part. Social and emotional learning (SEL) is having a moment. After years of being neglected for an agenda heavily focused on test scores, the pendu-7 lum is swinging back toward the vhole child. The 201O reauthorization of the Eile ntary and See- ondary Education Act asks states to develop at least one metric, outside reading and math scores, to measure school quality' The Aspen. Commission on Social and EmotioalLearning recently released- a report, with rmuch fanfare, that lays out an anbi- tious policy, practice, and research agenda for SELl Many states have adopted SEL standards, and schools and districts are increasingly incorp'-' rating these dimersions into their -work. In a Held in which it is often claimed that noLhing worksSEL as isack record of verifiable if iA est, success. SEL has succeeded by meeting real demand or its services; setting modest and specific goals; matching the needed support, natenaisand rraininr to these goals; and avoiding a one--size- -fits--all men- tality In contrast, previous efforts that cok a differ- ent Track-offerng broad visions and promiising large change with few speciic means to achieve themi--e felled by a predictablc set of political and orr anizational dynamics. Given that, ie SEL mroe mnt imus avoid overreah, continue to pur- sue the slow and steady path it has been on, and avoid he tempration to use Is moment rin te sun to take a shortcut to the inish line. Conversely. if SEL moves to converge on a single model, spreads too quickly, or mandates its u it will undrmine its own progress. Furthermore, This slow and steady approach is particularly importan given the growing desire for a more integrated approach to SE1 Much of tie existing work has largely been focused on developing discrete progams. Bura an iicreasing consensus amnong experts is that the preferable approach to SEL is to ineg-rate it with academic learning and across a school's culture In this vision, SEL can- not be done in prescried chunks once a week, but ratner must becone part of the fabric of how all adults and children relate to one another in a school, Building this culture requires careful cultivation by those in a school communiy; it can be supported but not prescribed from above. Thus, I suggest that

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