A survey conducted in December and January involving 499 teachers, principals, and district leaders identified the primary challenges that schools address through social-emotional learning practices. The three most pressing issues educators cited were students’ struggles in developing friendships, maintaining motivation and work ethic, and engaging meaningfully in school. Bullying and mental health challenges ranked as the fourth and fifth most common concerns that schools use SEL to address.
One notable finding from the research was that certain widely discussed challenges in schools did not rank high among educator priorities for SEL intervention. Issues related to cellphone use in schools and excessive technology in classrooms appeared near the bottom of the 18 categories assessed in the survey, suggesting these are not primary targets for social-emotional learning initiatives.
David Adams, CEO of the Urban Assembly, a nonprofit organization focused on improving social-emotional learning and academic outcomes in schools, noted that the survey results reflect how educators generally conceptualize SEL. According to Adams, many educators view social-emotional learning primarily as a tool for enhancing academic performance rather than as an end in itself. This perspective explains why teachers often prioritize skill areas such as self-management, which has been shown to predict classroom success.
However, Adams cautioned that narrowly focusing SEL on discrete behavioral or academic challenges may undermine the broader mission of social-emotional learning. He argued that schools should adopt SEL as a comprehensive support system designed to cultivate well-rounded, socially competent adults. Adams recommended that schools implement SEL through diverse approaches, including project-based learning, collaborative group work, and extracurricular activities that provide students with opportunities to practice and transfer skills in authentic contexts.
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