Content Analysis of the CASEL Framework Using K–12 State SEL Standards

Abstract

Social and emotional learning (SEL) has been increasingly emphasized in educational research and practice for promoting children’s wellbeing. Perhaps the most well-known SEL framework is the model provided by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This framework has become the dominant framework informing state SEL standards, which guide educators’ SEL related practice. Yet, the content of these standards has not been formally examined for alignment with the CASEL framework. The purpose of this exploratory study was to evaluate the content of CASEL-based state standards to explore how the CASEL framework is translated into school-based practice and to understand what SEL skills are valued by states. Using text mining and network analysis, we identified SEL standard content that was consistent across nine states and examined relationships within and across CASEL domains. Implications of these findings for research and practice are discussed. Impact Statement Social and emotional learning (SEL) practices have grown in prominence and utility in schools across grade levels. The CASEL framework is commonly used to inform SEL intervention, assessment, and, more recently, state standards. We evaluated the content of SEL state standards created using the CASEL framework to explore how states have implemented CASEL’s model. We describe how states’ interpretations of CASEL domains may inform further scientific grounding of SEL-focused research, policy, and practice.