{"id":82194,"date":"2026-04-07T15:51:01","date_gmt":"2026-04-07T20:51:01","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&#038;p=82194"},"modified":"2026-04-08T14:16:54","modified_gmt":"2026-04-08T19:16:54","slug":"new-data-academic-performance-and-social-emotional-learning","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/new-data-academic-performance-and-social-emotional-learning\/","title":{"rendered":"New Data: Academic Performance and Social &amp; Emotional Learning"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\"><strong>Key Points<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When social and emotional learning (SEL) is thoughtfully integrated into academic instruction, it can transform students\u2019 everyday learning experiences, positively impacting their academic success in addition to their social and emotional development<\/li>\n\n\n\n<li>Through academic integration, SEL is not just \u201cone more thing,\u201d as educators promote students\u2019 SEL skills through academic tasks such as engaging in discussion, persisting through complex problems, reflecting on learning strategies, and working collaboratively.<\/li>\n\n\n\n<li>The first blog in this series shows that academic integration is related to third-grade reading proficiency.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<figure class=\"wp-block-image is-resized\"><a href=\"https:\/\/casel.org\/professional-development\/\" target=\"_blank\" rel=\" noreferrer noopener\"><img decoding=\"async\" width=\"1920\" height=\"540\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/PD-Ad-for-Blog-Posts.jpg\" alt=\"\" class=\"wp-image-82186\" style=\"aspect-ratio:3.555517941773866;width:654px;height:auto\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/PD-Ad-for-Blog-Posts.jpg 1920w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/PD-Ad-for-Blog-Posts-640x180.jpg 640w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/PD-Ad-for-Blog-Posts-1900x534.jpg 1900w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/PD-Ad-for-Blog-Posts-300x84.jpg 300w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/PD-Ad-for-Blog-Posts-768x216.jpg 768w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/PD-Ad-for-Blog-Posts-1536x432.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\" \/><\/a><\/figure>\n\n\n\n<p>Imagine a sixth grader in science class dissecting a frog for the first time. The teacher has paired them with someone they haven\u2019t worked with before. They\u2019re learning science, yes, but what else? While working with their lab partner, they\u2019re practicing relationship skills as they communicate about taking turns, the best next step, and note-taking. They might be managing their own feelings about dissection or may be showing compassion if their partner is feeling a bit squeamish. With sharp tools in play, they\u2019re likely making responsible decisions about how to use them.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image is-resized\"><img decoding=\"async\" width=\"1800\" height=\"900\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/AcadInteg-02.png\" alt=\"student looking at a frog through a magnifying glass during a dissection\" class=\"wp-image-82197\" style=\"width:338px;height:auto\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/AcadInteg-02.png 1800w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/AcadInteg-02-640x320.png 640w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/AcadInteg-02-300x150.png 300w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/AcadInteg-02-768x384.png 768w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/AcadInteg-02-1536x768.png 1536w\" sizes=\"(max-width: 1800px) 100vw, 1800px\" \/><\/figure>\n\n\n\n<p>This example shows how, in what seems like a classic science lesson, opportunities to model, teach, develop, and employ social and emotional skills abound. When SEL is thoughtfully integrated into academic instruction, it can transform students\u2019 everyday learning experiences, positively impacting their academic success in addition to their social and emotional development (<a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0193397320302288?via%3Dihub\" target=\"_blank\" rel=\"noreferrer noopener\">Rimm-Kaufman et al., 2021<\/a>; <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED641320.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Schwartz et al., 2023<\/a>). (For more information and examples of academic integration, see CASEL\u2019s <a href=\"https:\/\/casel.org\/sel-innovations-2\/\" target=\"_blank\" rel=\"noreferrer noopener\">Innovations Series on Academic Integration<\/a> and <a href=\"https:\/\/schoolguide.casel.org\/focus-area-3\/classroom\/integration-of-sel-and-instruction\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Guide<\/a><em>, <\/em>or register for our <a href=\"https:\/\/casel.regfox.com\/learn-with-casel-2026-workshops-and-courses-\" target=\"_blank\" rel=\"noreferrer noopener\">live virtual workshop on Integrating SEL with Academic Integration<\/a>.)<\/p>\n\n\n\n<p>Over a series of four blogs, we\u2019ll be examining the relationship between academic integration and academic outcomes in schools across the country using publicly available data. In this first blog, we\u2019re excited to share new insights we\u2019ve gleaned from recently collected data about how schools\u2019 efforts to weave SEL into academic instruction connect to students\u2019 reading outcomes. As you\u2019ll see, these findings suggest that schools that undertake this kind of integration of SEL and academic instruction are outperforming expectations on reading outcomes, even when factoring in economic conditions that often predict these outcomes.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"the-data-were-using\"><a><\/a><strong>The Data We\u2019re Using<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>For this first blog, we drew on two school-level data sources:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.rand.org\/pubs\/research_reports\/RRA1822-2.html\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>A nationwide survey of 1,030 principals<\/strong><\/a> conducted during the 2023\u20132024 school year. Principals were asked the extent to which they used or plan to use \u201cSEL approaches in core content area classes to support students\u2019 academic success\u201d\u2014in other words, whether or not their teachers are integrating SEL and academic instruction.<br><\/li>\n\n\n\n<li><strong>Grade 3 reading proficiency data<\/strong> from schools across the country compiled and generously shared by <a href=\"https:\/\/www.the74million.org\/contributor\/20170\/\" target=\"_blank\" rel=\"noreferrer noopener\">Chad Aldeman<\/a> of <em>The 74 <\/em>from his piece, \u201c<a href=\"https:\/\/www.the74million.org\/article\/these-schools-are-beating-the-odds-in-teaching-kids-to-read\/\" target=\"_blank\" rel=\"noreferrer noopener\">These Schools Are Beating the Odds in Teaching Kids to Read<\/a>.\u201d<\/li>\n<\/ul>\n\n\n\n<p>We examined the relationship between principals\u2019 reports of academic integration and Grade 3 reading proficiency in the 470 schools that overlapped between the datasets. Because a number of other factors may influence achievement, we controlled for school size, location (e.g., urban, suburban, rural), whether a majority of students qualify for free or reduced-price lunch, and whether a majority of students are white.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"what-we-found\"><a><\/a><strong>What We Found<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Schools whose principals reported higher levels of academic integration had higher percentages of students scoring at or above proficiency in third-grade reading.<\/p>\n\n\n\n<p>In fact, these schools were more than 1.5 times as likely to be deemed \u201cexceptional\u201d by Aldeman\u2019s classification system, meaning they are <strong>more likely to perform above expectations based on the poverty level of the school setting.<\/strong><\/p>\n\n\n\n<p>It\u2019s important to note that we\u2019re looking at a relationship, and from these data alone, we can\u2019t infer that SEL was the cause (or only cause). That\u2019s why it is really important to connect this finding to other research. CASEL\u2019s own Program Guide can help!<\/p>\n\n\n\n<p>CASEL\u2019s <a href=\"https:\/\/pg.casel.org\">Program Guide<\/a> is a collection of SEL programs that have rigorous research evidence that the program influencedchanges in student experiences and outcomes. Each program in the Program Guide has been reviewed by CASEL\u2019s research and implementation team for the quality of research evidence and design. Through this process, we\u2019ve identified that 11 of the 99 programs in the Guide include a robust academic integration approach. These programs produce a range of positive outcomes, including:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Improved social behaviors<\/li>\n\n\n\n<li>Improved SEL skills and attitudes<\/li>\n\n\n\n<li>Improved academic performance<\/li>\n\n\n\n<li>Improved school climate<\/li>\n\n\n\n<li>Improved identity development and agency<\/li>\n\n\n\n<li>Improved teaching practices<\/li>\n\n\n\n<li>Improved school connectedness<\/li>\n\n\n\n<li>Reduced problem behaviors<\/li>\n<\/ul>\n\n\n\n<p>Importantly, all of these outcomes are in studies using the highest-standard research approaches\u2014randomized control trials or quasi-experimental designs\u2014so that we can infer that the program impacted these changes for students.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"what-this-could-mean-and-what-we-still-need-to-know\"><a><\/a><strong>What This Could Mean\u2014and What We Still Need to Know<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>When our new results are viewed alongside evidence from the Program Guide, they help build a growing picture of the relationship between academic integration and student outcomes (and in this case, specifically reading proficiency). But many questions remain unanswered.<\/p>\n\n\n\n<p>We need deeper insight into the mechanisms: <strong>WHY and HOW does academic integration influence outcomes?<\/strong> We also need disaggregated analyses to understand how these practices affect students from different backgrounds, including students with learning differences.<\/p>\n\n\n\n<p>This initial analysis is just a starting point.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"whats-next-in-this-series\"><a><\/a><strong>What\u2019s Next in This Series<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>In the next few months, we will dig into a range of datasets, conducting analyses to better understand the big picture of academic integration and student outcomes. Our aim is to be curious, creative, and rigorous\u2014using available data to illuminate patterns while also identifying gaps where new research is needed.<\/p>\n\n\n\n<p>Together, these explorations will help us move closer to understanding how integrating SEL into instruction can meaningfully shape students\u2019 learning experiences\u2014and their futures.<\/p>\n\n\n\n<p><em>This work is made possible through the generous support of the Stone Foundation.<\/em><\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Want to Strengthen Academic Integration in Your Context? Check Out CASEL\u2019s virtual workshop, <\/strong><a href=\"https:\/\/casel.regfox.com\/learn-with-casel-2026-workshops-and-courses-\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>Integrating SEL with Academic Instruction<\/em><\/strong><\/a> <strong>and the new self-paced series <\/strong><a href=\"https:\/\/leadingschoolwidesel.casel.org\/courses\/sel-for-educators\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>Cultivating Adult Social and Emotional Learning<\/em><\/strong><\/a><strong>.<\/strong><\/h4>\n\n\n\n<p><strong>Related Posts<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/programming-trends-integrating-social-and-emotional-learning-sel-and-academics\/\" target=\"_blank\" rel=\"noreferrer noopener\">Programming Trends: Integrating Social and Emotional Learning (SEL) and Academics<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/sel-exchange-sneak-peek-powerful-ways-to-integrate-sel-with-academics\/\" target=\"_blank\" rel=\"noreferrer noopener\">2024 SEL Exchange Sneak Peek: Powerful Ways to Integrate SEL With Academics<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/what-strategies-can-we-use-to-integrate-sel-and-academic-learning\/\">What Strategies Can We Use to Integrate SEL and <\/a><a href=\"https:\/\/casel.org\/blog\/what-strategies-can-we-use-to-integrate-sel-and-academic-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Academic Learning?<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"write-for-us\"><strong>Write for Us<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog, <em>Constellations<\/em>? <a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a> about what we\u2019re looking for and how to pitch your idea.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points Back to top Imagine a sixth grader in science class dissecting a frog for the first time. The teacher has paired them with someone they haven\u2019t worked with before. They\u2019re learning science, yes, but what else? While working with their lab partner, they\u2019re practicing relationship skills as they communicate about taking turns, the [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":82198,"comment_status":"open","ping_status":"closed","template":"","theme":[201],"class_list":["post-82194","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-deep-dives"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/82194","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=82194"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/82198"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=82194"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=82194"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}