Exploring SEL Core Competencies: What the Research Tells Us

Written By Em Cavendish

In my previous article analysis, I focused on self-awareness and self-management, two core competencies defined by CASEL that I believe develop hand in hand. For this review, I explored several studies that looked at the impact of SEL in schools, the challenges of implementing it effectively, and the importance of aligning programs both in and out of school.

SEL in Low-Income, Urban School Districts

Jessica Schnittka Hoskins (2021) examined how SEL programs affect students in low-income, urban districts in SEL in Context: Exploring the Relationship between School Changes and Social-Emotional Learning Trajectories in a Low-Income, Urban School District.

The study found that many school-based SEL programs are less effective in these environments. However, a significant finding was that transitioning to safer schools had a substantial, positive impact on students’ SEL outcomes, particularly in areas such as self-awareness and self-regulation. This highlights the importance of considering context when implementing SEL initiatives.

Measuring SEL: Social Skills Improvement System

Anthony et al. (2020) developed the Social Skills Improvement System—Social and Emotional Learning Brief Scales (SSIS-SEL) to address the gap in SEL-focused assessments.

Using Positive Behavioral Interventions and Supports (PBIS), they found that preschool and school-age children who engaged in SEL practices showed:

  • Decreased behavioral issues over time

  • Increased social-emotional awareness

However, they also noted that the lack of practical assessments has slowed broader adoption and investment in SEL across schools.

Building Resilience Through Mentoring

Green et al. (2021) evaluated the SPARK Child Mentoring Program, which focuses on resilience through SEL.

Key findings from their randomized controlled trial:

  • Students in the program showed significant improvement in communication, decision-making, problem-solving, and emotional regulation.

  • These gains strengthened their overall resilience and ability to cope with life’s challenges.

The researchers emphasized that SEL is not just about managing behavior—it’s about building long-term skills for well-being and success.

Aligning SEL In and Out of School

Bouffard (2021) argued that for SEL to “stick,” it must be aligned across both school and out-of-school time.

Through professional learning opportunities like Bringing Yourself to Work, out-of-school practitioners developed self-awareness, learned to facilitate group dynamics, and strengthened relationship-building strategies.

One of the most important takeaways: SEL starts with adults. Teachers and staff who model these competencies create environments where children feel valued and supported.

Reflection and Next Steps

While reviewing this research, I found it challenging to locate articles focused specifically on self-awareness and self-management—the competencies I initially set out to explore. Still, the studies I reviewed reinforce their importance.

  • Context matters: SEL programs need to adapt to the environments in which they are implemented.

  • Assessment matters: Without practical tools, schools cannot fully track or advocate for SEL progress.

  • Adults matter: Teachers and mentors must embody SEL skills to help children internalize them.

Moving forward, I’m eager to continue researching how schools—particularly the programs I direct—can better integrate self-awareness and self-management into daily routines. Helping children recognize and manage their emotions during behavioral challenges is not only beneficial for classroom culture but also foundational for lifelong success.

References

  • Anthony, C. J., Elliott, S. N., DiPerna, J. C., & Lei, P. (2020). Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form. Journal of Psychoeducational Assessment, 39(2), 166–181. https://doi.org/10.1177/0734282920953240

  • Bouffard, S. (2021). To make SEL stick, align school and out-of-school time. Learning Forward, 42(4), 30–35. https://www.learningforward.org

  • Green, A. L., Ferrante, S., Boaz, T. L., Kutash, K., & Wheeldon-Reece, B. (2021). Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students. The Journal of Primary Prevention, 42(5), 531–547. https://doi.org/10.1007/s10935-021-00642-3

  • Schnittka Hoskins, J. E. (2021). SEL in Context: Exploring the Relationship between School Changes and Social-Emotional Learning Trajectories in a Low-Income, Urban School District. InterActions: UCLA Journal of Education and Information Studies, 17(1). https://doi.org/10.5070/d417154036

Em Cavendish
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