Adult social and emotional learning (SEL) is an arena that is gaining a lot of attention. It is an emerging field where research suggests that when an adult has high social and emotional competence, they are more readily prepared and xxxx to teach SEL to students.
In order to support students' social and emotional competence, it is important for schools to foster adult SEL. Research substantiates that schools need to nurture and support the development of social and emotional competence of all adults in a school.
To promote students’ social and emotional competence, it’s important for schools to simultaneously foster a supportive staff environment that cultivates the social and emotional competence and capacity of the adults in the building.
Through the Collaborating Districts Initiative (CDI), CASEL has learned that schools are more effective at teaching and reinforcing SEL for students when they also cultivate SEL competencies in adults. Successful SEL implementation depends on how well staff work together to facilitate SEL instruction, foster a positive school community, and model social and emotional competence. This calls on schools to focus on adults’ professional growth as educators as well as their own social and emotional learning (Jones et al., 2018).
Adult SEL is an emerging field. While robust research confirms that adults need to cultivate and practice social and emotional skills, much is yet to be established about how to support this development strategically and systemically.
As the field continues to grow, we provide information here to help SEL teams establish a community of adults who are engaged in ongoing social and emotional learning.