These talking points can help you have conversations with those who may not be familiar with social and emotional learning, may have misconceptions about it, or may be in decision-making roles about curriculum or policy. These are starting off points and should be tailored to fit your position in the community (e.g., as a parent, a taxpayer, an educator) and your voice. These can also be used to write letters to local school boards or state legislators or as public comments to the editor of your local newspaper.
No matter how you use them, it’s important to remember that in your role as an SEL leader, you are an important messenger.
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EXAMPLE SOUNDBITES:
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As an SEL leader, you are likely to be asked some version of the following questions. You can use and adapt the provided answers below for your personal voice, tone, and position in the community.
The “SEL controversy” narrative driven by political agendas is a distraction, full stop. Social and emotional learning is not and has never been about advocating for any particular political viewpoint – and anyone who tries to tell you that is just flat-out wrong. SEL is based in the science of learning and development, not politics. Rather than teaching our kids what to think, social and emotional learning helps them develop skills to reflect on and communicate their own perspectives, listen to others with vastly different viewpoints, and work together toward common ground.
There is no real controversy: the vast majority of parents across political ideologies agree that social and emotional learning is important in schools because it helps children succeed academically, build healthy relationships, and achieve their goals.
No. Social and emotional learning is not therapy and not a replacement for mental health services for students who may need additional support.
Social and emotional learning cultivates important “protective factors” like caring relationships and emotionally supportive environments to buffer against mental health risks.
While social and emotional learning is not a panacea, it should be among the tools schools use to prevent isolation and disengagement.
Social and emotional learning should be driven by families and schools working together. How SEL is implemented and what skills are emphasized are driven by partnerships between parents, educators, and other school leaders and tailored to the local priorities, cultures, and needs.
SEL is not “one size fits all” but tailored to local priorities and needs. Schools and communities can work together to develop a vision, graduate profile, and/or learning goals that articulate what students should know and be able to do. They can then align SEL programs and practices to support these goals.
Sharing your SEL story is needed now, more than ever, to protect and advance social and emotional learning. Lawmakers and decision-makers need to hear from you and your community on what your experience has been like and why it is important that your community has access to SEL. Curious if your state is prioritizing social, emotional, and academic development? Explore this scan.
For school boards:
Consider what policies your district has in place that can be reaffirmed, and what opportunities there are to update policies and create new ones. School leaders: Advocate for your district to bring it to a school board member’s attention. District Leaders: Ask a school board member to add to a board meeting agenda for a vote.
Download and customize the resolution
For policymakers:
Have 2 minutes? Use this pre-written message to introduce yourself and share why SEL is important to your legislators, via Committee for Children.
Have about an hour? Download this worksheet to write and share your social and emotional learning story with decision-makers.
Have more time? Engage with policymakers in person. Use this guidance via SEL4US.
Submitting a piece to your local paper or media outlet can shine a positive spotlight on social and emotional learning, and inform more people in your community about the difference it can make. Op-eds are timely and persuasive articles that provide readers with a clear opinion on a current issue. Letters to the editor are shorter, persuasive letters that often respond to current issues.
Before you start writing, you need:
Pitching an op-ed varies by publication. There may be a submission form on the publications website, or an op-ed editor you can email. To find out how to pitch your op-ed via email, read more here.
SEL leaders – everyday people, parents, and caregivers – have enormous influence among networks on social media, much more so than organizations. If you believe in social and emotional learning, tell your friends about it. Share these sample posts and social media graphics to champion #SEL.
Families and caregivers are critical partners in our children’s education. How can we bridge the communications between educators and families on social and emotional learning?
Whether you are engaging in a family conference, participating in a year-end reflection, or connecting with new families and students, ongoing conversations between families and educators on social and emotional learning is key.
Free resource: This is a tool for helping parents, caregivers, extended families, and their children have conversations about what social, emotional, and academic development actually looks like in practice, in the learning environments where they spend much of their time. It offers families concrete ways to identify what to look for at schools and in after-school environments that would indicate an intentional approach to the social, emotional, and academic development of their children. It also helps families and young people engage together in conversation around how they can help their schools and after-school programs take a more intentional approach to developing these important skills and competencies. (via Aspen Institute)