Oklahoma’s future hinges on the well-being and success of its children. Unfortunately, a recent 50-state report from the Annie E. Casey Foundation ranked Oklahoma 46th nationally in child well-being, placing our state near the bottom in child health and well-being outcomes. This problem highlights a pressing need for proactive solutions to support child well-being. One promising solution is to offer comprehensive Social-Emotional Learning (SEL) in our public schools.
Social-emotional development is not merely a “soft skill” that supports positive mental health. It can provide a crucial foundation for academic and life success. According to the 2017 Council of Distinguished Scientists, SEL was identified as essential for learning, positive development, and success in adulthood. Top U.S. companies are also currently reevaluating the skills that they want prospective employees to have, placing greater emphasis on social and emotional skills. Simply put, many important outcomes are connected to one’s ability to focus, collaborate, exercise self-control, make responsible decisions, communicate effectively, and be resilient in the face of adversity. Evidence also indicates that social-emotional competencies are not innate but can be learned.
Effective implementation of school-based SEL programs has the potential to accelerate educational achievement in Oklahoma. In the short term, SEL programs can improve the mental well-being of students, create a more positive classroom climate, and enhance academic achievement. In one study, students who participated in SEL programs were shown to score 11 percentile points higher on achievement tests than their peers who did not. This positive association extends to teachers as well by making classrooms easier to manage. Over the long run, SEL skills are linked to increased civic engagement, greater career and financial stability, and reduced criminal behavior. In fact, a cost-benefit analysis has previously shown a strong return on investment from SEL programming: an average of $11 in long-term benefits for every $1 invested in social and emotional programming.
Despite their benefits, Oklahoma’s schools face significant barriers to implementing SEL programs. The Oklahoma State Department of Education has historically relied on federal grants and targeted initiatives rather than dedicated state funding, which has created gaps in programmatic offerings across school districts in the state. Adding to this challenge, SEL is often conflated with Critical Race Theory, leading to misconceptions about what SEL attempts to do with students. However, SEL programs should not be political. Parents across the political spectrum report wanting their children to learn how to manage emotions, set goals, and navigate social situations. What’s more, when described without jargon, public support for SEL programs soars.
It is time for Oklahoma to make a meaningful investment in the future by fully funding and mandating comprehensive SEL programs for Pre-K through 3rd grade, eventually expanding programs through 12th grade. This comprehensive approach should include evidence-based curricula integrated across the school day alongside robust teacher professional development. Additionally, we must move beyond isolated efforts and embrace a statewide approach that integrates SEL into the entire school day.
The evidence is strong: investing in SEL is investing in a brighter future for Oklahoma. It is an investment in academic success, mental well-being, and the long-term prosperity of our state. I urge our policymakers to champion legislation that fully funds and implements comprehensive SEL in the state’s public schools. I also call on parents, educators, and communities to engage in conversations that highlight SEL’s importance. Our children deserve nothing less.
Author Bio
Summer Foster is an Instructor of Education at Northwestern Oklahoma State University. She is also a doctoral candidate in Education Administration and Leadership Southern Nazarene University. The opinions expressed in this article are her own.
