Preparing for Effective SEL Implementation

Academic achievement and physical and emotional well-being are two of many positive outcomes associated with school-based SEL. These outcomes are both short and long-term. 

But program implementation matters. Inconsistent or ineffective SEL implementation can produce less powerful results. And disorganized approaches can do more harm than good, affecting both staff morale and student engagement in a negative way. 

This brief summarizes the features and best practices of effective social and emotional learning (SEL) programs. It offers recommendations for effective SEL implementation. It also offers guidance to help practitioners make informed decisions about SEL program selection. 

Effective SEL implementation requires careful planning. It also requires the selection of programs or strategies that meet the needs of a particular context. 

Common Features of Effective SEL Programs

The most effective SEL programs incorporate four elements represented by the acronym SAFE: 

1. Sequenced activities that lead in a coordinated and connected way to skill development
2. Active forms of learning that enable children to practice and master new skills
3. Focused time spent developing one or more social and emotional skills
4. Explicit defining and targeting of specific skills

Building upon these SAFE elements, SEL programs are most effective when they also:  

1. Occur within supportive contexts. 
2. Build adult competencies
3. Partner with family and community
4. Target key behaviors and skills
5. Set reasonable goals

Recommendations for Effective Implementation

A strong, evidence-based SEL curriculum must be well-implemented to deliver positive outcomes. The authors outline a set of recommendations for effective SEL implementation.

1. Allot program implementation time sufficiently and effectively 
2. Extend SEL beyond the classroom
3. Apply SEL strategies and skills in real time 
4. Ensure enough staff support and training 
5. Facilitate program ownership and buy-in
6. Use data to inform decision-making 

Program Selection Process

The authors conclude the brief by offering a process for making informed program selection decisions. 

1. Use data to guide decision making 
2. Include key stakeholders
3. Identify needs and goals 
4. Select a program using selection tools/resources 

This guidance includes links to tools and worksheets to help guide the program selection process.