Institutions of higher learning serve as global catalysts for equitable educational systems as drivers of educator workforce that lead with social, emotional, and academic development (SEAD) practices. Colleges and universities are well-positioned to instruct on explicit social emotional learning (SEL) not only within pre-service programs of study, but have the unique opportunity to provide continuous education for in-service educators. This large-scale capacity to influence those who shape student experiences is more important today than ever before as schools seek safer, more inclusive campuses and digital learning environments with culturally responsive and respectful communication and interactions. The need for SEL skills across workforce sectors conflicts with the lack of SEL education in higher educational programs. To contribute to the body of literature around post-secondary SEL education, this chapter introduces new graduate-level SEAD courses and how they influenced pre-service and in-service teacher candidates.
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Social, Emotional, and Academic Development (SEAD) is the integration of social-emotional learning (SEL) and academics that reinforces equitable and human-centered educational environments (Aspen Institute, 2018). The positive contributions of social-emotional interventions and practices has been well established through decades of basic and applied research demonstrating that SEAD contributes to more equitable and safe educational environments (Cantor et al., 2018; Jones & Kahn, 2017; Osher et al., 2018; Durlak et al., 2011; Madden-Dent, 2014; Madden-Dent, 2021a; Taylor et al., 2017), and reinforces cultural competence and college/workforce readiness (Kerr, Madden-Dent, & Shalabi, 2020; Madden-Dent, 2021b). Social-emotional education is linked with decreases in unhealthy behaviors, mental health issues, and drop-out rates (Kautz, Heckman, Diris, Bas ter Weel, & Borghans, 2014), increases of up to 14%-point gains in grades and test scores (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011), improved attitudes, emotional intelligence, and academic engagement (Li & Xu, 2019), and can save educational institutions a range of $11 - $104.90 for each dollar invested when applied within a multi-tiered system of supports framework (Belfield, Bowden, Klapp, Levin, Shand, & Zander, 2015; Swain-Bradway, Lindstrom Johnson, Bradshaw, & McIntosh, 2017).
The implementation of SEAD practices aims to increase social-emotional learning (SEL), a lifelong process through which all people learn and apply culturally responsive, “knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” (CASEL, 2020). According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL includes five competencies (SEC) which are as predictive of academic and career achievement as is IQ (Almlund, Duckworth, Heckman., & Kautz. 2011; Duckworth & Seligman, 2005). The SECs described below, include Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making skills.
According to CASEL (2020), the competencies are implemented within a framework that takes, “a systemic approach that emphasizes the importance of establishing equitable learning environments and coordinating practices across key settings to enhance all students’ social, emotional, and academic learning. We believe it is most beneficial to integrate SEL throughout the school’s academic curricula and culture, across the broader contexts of schoolwide practices and policies, and through ongoing collaboration with families and community organizations. These coordinated efforts should foster youth voice, agency, and engagement; establish supportive classroom and school climates and approaches to discipline; enhance adult SEL competence; and establish authentic family and community partnerships” (p.3). It goes on to state, “To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.” (p.4).
One contributing out-of-school time sector that drives the need for SEAD in education is our global economy. The CASEL Five SECs have been of increasing need from employers for from across industry spectrums over the past decades and will continue to be in-demand skills (Cunningham & Villasenor, 2016; Deming, 2015; Fitzgerald & Sigelman, 2018; Hart Research Associates, 2015; HR Vision, 2019; Job Outlook, 2016; Maldonado, 2019; National Association of Colleges & Employers, 2019; Yoder, Atwell, Godek, Dusenbury, Bridgeland, & Weissberg, 2020).