This is a big topic with layers upon layers of information and understanding. Social Emotional Learning (SEL) is everywhere if not in every single school across the country in some way, shape or form. So, what is it and why do some people have concerns?
The concept of SEL started influencing schools in the mid 1990s. In essence, SEL is a skill development program that helps students regulate their emotions, develop and sustain healthy relationships, and make decisions that will benefit them and the community that we all live and work and play in. The Minnesota Department of Education states that SEL is “a central strategy for bullying prevention and school climate improvement.” (https://education.mn.gov/MDE/dse/safe/social/ ) Given this information alone, most everyone would agree that this is a good thing for our students and their overall development.
Then we start pulling back the layers of what SEL may include, where it’s leading, and what the future could possibly hold. I suspect that many school staff and teachers and parents do not know what could be embedded in these layers because on the surface, SEL sounds positive. It’s my understanding that SEL concepts are incorporated into teachers’ professional development and school’s curriculum; therefore, it’s incorporated into many aspects of a student’s education each day. Owatonna Public Schools has its SEL programs including PBIS, MTSS, and Caring School Community (https://sites.google.com/isd761.org/k-5-curriculum-and-instruction/social-emotional-learning). The Caring School Community program is based on the CASEL (Collaborative for Academic, Social, and Emotional Learning) framework (https://casel.org/). It is worth noting that CASEL is funded, in part, by the Bill & Melinda Gates Foundation, The Fetzer Institute, and the Zuckerberg Institute.
So, what is the concern with SEL? A few of the prominent concepts of CASEL’s SEL is awareness of self and others, and self-management. More defined, this is mindfulness. I teach my children about being mindful in that they should be aware of their surroundings and be respectful of others near them. However, mindfulness can include meditative practice which is based off Hindu or Buddhist beliefs, or New Age concepts and practices. For example, many schools have incorporated yoga into classes (including Owatonna), which is a religious meditative practice. Thus, one can see how the basic idea of self-awareness and emotional regulation can easily take a turn toward something that some parents do not want for their children. How and where do we draw the line in public school?
There is concern that word and concept definitions we learned in the past are now being redefined. This allows for surface level understanding of SEL which is positive, but a deeper dive reveals phrasing and practices many are not aware of. There is evidence that SEL is based on Critical Theory. “Critical theory, a Marxist-inspired movement in social and political philosophy originally associated with the work of the Frankfurt School” (https://www.britannica.com/topic/critical-theory). Most of us have heard of one aspect of Critical Theory called Critical Race Theory (CRT), but it also includes Critical Gender Theory. James Lindsay is known as a CRT expert, and he explains his concerns here in a 14-minute video: https://www.youtube.com/watch?v=Hy_1CPDimfI. The Child Protection League explains what is MTSS and SEL, including how and why this is based on Marxism: https://cplaction.com/sel/. Therefore, the concern is that while the words to describe SEL sound positive, the underlying messages children learn may focus too much on New Age concepts, Eastern religious practices, divisive teachings that put too much focus on differences of gender, race, and religion, and even lean toward a Marxist way of thinking. As I’ve noted before, schools should be a safe neutral place for all who are working and learning there, and these concepts may only be making it worse.
Because the US Federal Government and the State of Minnesota regulate public school education, there are many statutes that our schools must follow. Our school district policies are based on these statutes. Many government funding sources (including grants) are tied to programs related to academic requirements, SEL, and DEI (Diversity, Equity, and Inclusion). Therefore, we have to be careful so that we follow the law, while also recognize that the district may lose funding if we decide to give up a program.
Ultimately, we need to decide how much public schools can and should do beyond the academic learning and structure. Most would agree that when a child is emotionally dysregulated, they are not going to learn well or behave well. This is true for any of us, no matter the stress (family, work, illness, learning disability, etc). SEL could be equated to a form of therapy, and I hope we can agree that we all do not need therapy every day. (Sometimes a good distraction from a problem is a needed break!) Furthermore, do we need to treat all children as if they are dysregulated every day? Many parents believe that social emotional learning should be first taught at home, but then to also work together with teachers and school staff as needed.
On another level, we are now seeing the incorporation of “community schools” in some cities. These neighborhood schools are offering more and more services to children including nutrition, health, dental, counseling, and others (https://www.nea.org/student-success/great-public-schools/community-schools?utm_medium=paid-search&utm_source=google&utm_campaign=community-schools&utm_content=&ms=ads-community-schools-se&gad_source=1&gclid=CjwKCAjw3NyxBhBmEiwAyofDYZeksY15VLYjR9Ms0nu0z3oXyM4Uf-ww91PoOIwCKAZEyF1cQu3evxoCkt0QAvD_BwE&gclsrc=aw.ds ). However, some are concerned that this concept is giving too much authority to the government and thereby taking it away from parents (https://frontline.news/post/white-house-funding-community-schools-that-aim-to-replace-parents?fbclid=IwZXh0bgNhZW0CMTEAAR2BsQP1C8aX0juHXH3NNczTCdPZhJgb9tp9LrQ-NKDLHB7Il_R2J6YAJ-Y_aem_ASb98zJ9D6zrN5ZHVT2qrT2IV_z8JL36uNILl4UqauD9j8EOaj4cHwjE6fNVDhD4iA5f3Sx1QbcoWdWC7QYp8dzd ).
Anyone working in a school would likely agree that schools should help children and families when they can by providing outside resources for public health, social services, financial assistance, housing, etc. However, should the public schools be providing these services within the boundary of the school and with its own funding? There are only so many hours and dollars for a school day; we need to remind ourselves and ask, “What is the goal of public education?” If, in fact, most of our students are struggling with emotional dysregulation, behavior issues, learning problems, respect for self and others, etc., then we as a society have work to do (and this is not the school’s job.) We need to get to the root of the problem so that our children can go to school and learn academics and skills they need to be “college and career ready,” functioning as responsible adults. I have my own theories about why our children are struggling and why our special needs numbers are rising, but that’s for another time.
Parents Defending Education (https://defendinged.org/about/) is an organization that is working to “reclaim schools” and believes, “Our classrooms should include rigorous instruction in history, civics, literature, math, the sciences, and the ideas and values that enrich our country,” rather than, “impose ideologically driven curriculum with a concerning and often divisive emphasis on students’ group identities: race, ethnicity, religion, sexual orientation and gender.” A local organization, Minnesota Parents Alliance is working to assist parents in engaging their local schools with a goal “to effectively and efficiently channel the momentum of the parent movement into positive and lasting changes for education in Minnesota.” (https://minnesotaparents.org/about/)
Parents are given the natural authority to care for, teach, and raise their children in the ways and values they desire. Public schools are given the responsibility to help parents teach their students. Schools should not have the sole responsibility for raising our children. As I have stated before, I believe that we have dedicated hard working teachers in our schools. I believe that we have administration that truly want what is best for our children. However, we all have to be aware of the slippery slopes around and within our communities. Social Emotional Learning has been interwoven into our schools. We must have an awareness and always be able to ask questions. We must learn and remember from world history so that we do not make the same mistakes over again (https://lettertotheamericanchurch.com/).
Soli Deo Gloria.
Elizabeth for Owatonna Schools 