The Missing Piece

The central message of this report is that teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life. Social and emotional learning involves the processes of developing competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this priority. Teachers also want such development to be available for all students. These and other findings are the result of a nationally representative survey of prekindergarten through twelfth grade teachers to assess the role and value of social and emotional learning in America's schools.

In November and December 2012, teachers and students across America were asked to participate in focus groups, surveys, and interviews to assess the role and value of social and emotional learning in America's schools. The nationwide telephone survey was conducted from December 7 to 10, 2012,  among 605 preschool through twelfth grade public school teachers. We are confident that the survey sample, once weighted, represents a true national sample of public school teachers in America.The survey's findings have three major themes:

1. Teachers Understand, Value, and Endorse Social and Emotional Learning for All Students;
2. Teachers Believe Social and Emotional Learning Helps Students Achieve in School and Life:
   • SEL Boosts Academic Performance
   • SEL Increases Student Interest in Learning
   • SEL Improves Student Behavior
   • SEL Prevents and Reduces Bullying
   • SEL Improves School Climate
3. Teachers Identify Key Accelerators for Social and Emotional Learning