In recent years, teachers have noticed a troubling trend in their classrooms: Students are struggling more than ever with social-emotional skills. We surveyed nearly 500 teachers in our We Are Teachers community to learn more about the wins and limitations of teaching SEL at school.
75% of teachers noticed a significant decline in students’ SEL (social-emotional learning) skills over the last decade.
Heather G., a 3rd grade teacher in Colorado, noted, “Post-pandemic, I’ve had more dysregulated kids than ever before. Having to evacuate kids and clear the room might have happened one or two other times in my entire career. Now it’s once or twice a month.”
Maura Jones in North Dakota teaches high school with a different set of problems: student motivation and initiative. Here’s what she told us:
Many teachers noted they need more time to teach SEL to address the ongoing problems in their classrooms. From Katherine Sharpe in Virginia: “An incredible amount of time must be spent explicitly teaching SEL skills these days. We focus in on impulse control, solving problems independently, and considering each others’ perspectives. The results of this explicit teaching are worth all the time, for sure, but it impacts other things we need to teach.”
So, what exactly are students struggling with the most?
According to teachers, the top skills students struggle with are impulse control (67%), self-motivation (42%), and problem-solving (40%).
These skills are essential not only for success in the classroom but also for life beyond school walls. Some of the other skills teachers reported being the most challenging for students:
- Respect for others (36%)
- Self-discipline (37%)
- Stress management (30%)
- Empathy (30%)
- Considering others’ perspectives (28%)
The good news? Most teachers (79%) believe SEL belongs in the classroom, and 77% say they feel comfortable teaching it.
But when it comes to whether SEL is actually making a difference, the results are more divided: 48% of teachers report seeing improvement, while 43% say there’s minimal to no improvement. Another 9% are unsure.
Basically, teachers see the huge potential in SEL, but with the current rollout, the results are mixed.
For some, the impact is undeniable.
Others, however, feel that the lack of consistency across schools and districts holds SEL back.
“I think it has made students and staff more aware of SEL, but that’s about it. Consistency is the key … and we don’t have that,” explained a middle school teacher in Michigan.
What would make SEL better?
Well, a lot of things.
While teachers believe in SEL, they’re also clear about what’s needed to make it work. Here are the top areas where improvements could make a real difference:
1. Standardized, high-quality SEL instruction
Teachers are asking for clearer, more consistent standards for SEL across schools and states.
“Most states have adopted and now use Common Core Standards for academics. Our country would greatly benefit from common SEL standards,” shares Sherry Holloway, a classroom teacher in Kentucky.
2. Time and expertise
One of the biggest challenges teachers face is finding the time to teach SEL effectively. Some suggest that a specialized professional could take on this responsibility.
“I do believe in it! I just wish I had more time for it,” shared a high school teacher in Ohio.
Others question whether all teachers are equipped to teach SEL.
“I do not feel comfortable or knowledgeable enough to teach it. I’m a 17-year high school math teacher, and a 12-year library media specialist. Which of those roles enables me to be qualified to teach SEL?” asked a high school teacher in Kentucky.
3. Buy-in from students, teachers, and parents
For SEL to succeed, everyone needs to be on the same page—and that’s not always happening.
“We have an SEL curriculum and time embedded into the day, but teachers are not using it for SEL,” shared a middle school teacher in Texas.
Student investment is another critical piece of the puzzle. Some teachers have found success by using science to engage students.
“Showing relevant data and brain scans as evidence has helped,” said F. Weese, a middle school teacher in Oklahoma.
Still, inconsistencies between home and school can make SEL a tough sell for some students.
“Students are confused by the lack of consistency between home and school. When parents aren’t following the most basic SEL guidelines we go over, it creates confusion and sometimes animosity about what we’re teaching,” explained a first grade teacher in South Carolina.
4. A way to assess and monitor progress
One major challenge teachers face is the lack of measurable outcomes for SEL.
The bottom line: SEL matters, but more robust support is needed.
Most teachers agree: Students are in real need of SEL instruction, and teachers believe in its potential. But for SEL to succeed, schools need more support, better resources, and clear, consistent standards. From time and training to stronger buy-in from students and families, the pieces need to come together to make SEL effective.
As one teacher summed it up, “Consistency is the key. And we don’t have that … yet.”
