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

Frye, Katherine E.; Boss, Delaney; Anthony, Christopher J.; Du, Hanxiang; Xing, Wanli

doi:10.1080/2372966x.2022.2030193

Cited by 27 publications

(24 citation statements)

References 22 publications

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“…The CASEL 5 is arguably the most widely used model for defining social-emotional competence in both research and practice (e.g., Frye et al, 2022;Weissberg, 2019). There are a couple measures, the DESSA and SSIS-SEL, that have been structurally validated to match the CASEL 5 (Gresham et al, 2020;LeBuffe et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Our study was specifically concerned with the validity of measures for gauging the five-factor model of socialemotional competence proposed by the Collaborative for Academic, Social, and Emotional Learning (https://casel.org). This model, referred to hereafter as the "CASEL 5," is arguably the most widely used model for defining social-emotional competence in both research and practice (e.g., Frye et al, 2022;Ross & Tolan, 2018;Weissberg, 2019).…”

Section: Starting From Scratch: Toward a New Measure Of Student Socia...mentioning

confidence: 99%

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Starting From Scratch: Toward A New Measure of Student Social-Emotional Competence

Vinal¹,

Renshaw²

2022

Preprint

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This Research Brief reports on a pilot test toward developing a new measure of student social- emotional competence informed by the five-factor model proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL 5). Current measures of the CASEL 5 are limited by development approaches that may contribute to confirmation bias. Our development approach “started from scratch” by creating a fresh item pool and then subjecting this pool to content validation via expert reviewers (N = 4). We administered the 47 best pilot items to a sample of elementary teachers (N = 19) who rated all students in their classes (N = 415). We then evaluated the structural validity of responses to the pilot items via EFA in search of simple structure. Ultimately, results yielded a 14-item, two-factor measurement model that was more parsimonious than the CASEL 5. Scores from this new measure showed relatively normal distributions and theoretically consistent correlations with other measures of student well-being and mental health. Limitations to generalizability and next steps for research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Starting From Scratch: Toward a New Measure Of Student Socia...mentioning

confidence: 99%

Starting From Scratch: Toward A New Measure of Student Social-Emotional Competence

Vinal¹,

Renshaw²

2022

Preprint

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“…The CASEL framework is ubiquitous and influences practices across much of SEL-centred education (Frye et al, 2022). The CASEL (n.d.b) framework includes five core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) which are known to be frequently used by school districts and states in developing standards for SEL (Kress & Elias, 2006).…”

Section: Sel and Caselmentioning

confidence: 99%

“…Teachers are known to invest hard emotional labour in their work (Hargreaves, 2001), principally by providing social and emotional support for their students throughout the school day (Forrester, 2020). Increasingly, social-emotional learning (SEL) is viewed as an important component of the school curriculum (Frye et al, 2022). It is defined as the process through which children and adults acquire and use knowledge to achieve goals, be compassionate towards others (i.e., diverse groups of people), build and maintain strong relationships, and make responsible decisions (CASEL, n.d.c).…”

Section: Introductionmentioning

confidence: 99%

Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario

Jomaa

Duquette²,

Whitley³

2023

Brock Education Journal

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Social-emotional learning (SEL) is an essential part of students’ learning journey. Teachers’ perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component of some curricular areas. It is important to consider teachers’ perceptions and experiences regarding SEL because a teacher who is confident in implementing SEL strategies may contribute to positive social, emotional, and academic outcomes for their students. This study explored teachers' perceptions and experiences regarding SEL before and during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL practices took part in a semi-structured interview that followed a modified version of Seidman’s (2019) three-interview protocol, and was informed by the CASEL (2021b) framework. Research findings reveal for the first time in the literature elementary teachers’ perceptions and experiences on SEL during the COVID-19 pandemic in Ontario. The benefits and barriers of teaching SEL competencies to students were discussed, as were the SEL strategies implemented by the teachers and professional development received on it. Implications for practice were also described.

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“…Schools can choose from many SEL programs, most of which generally share the goal of enhancing a range of social and emotional skills (e.g., understanding one's own and other's emotions). Many SEL programs follow a widelyadopted SEL framework proposed by CASEL, which categorizes SEL into five competencies: self-awareness, self-management, social-awareness, relationship skills, and responsible decisionmaking (Lawson et al, 2019;Frye et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“Not try to save them or ask them to breathe through their oppression”: Educator perceptions and the need for a human-centered, liberatory approach to social and emotional learning

et al. 2023

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IntroductionSocial and emotional learning (SEL) has been identified as one approach to promote positive mental health outcomes while alleviating the stressors of systemic racism and a global pandemic. As the United States turns to SEL as a remedy for mental health challenges and the current civil unrest, it becomes increasingly relevant to understand what SEL means to those who use it the most to strengthen the implementation of current programs as well as to inform the development of new programs to fill existing gaps.MethodsThis abductive qualitative study expands prior research by exploring how in-service educators define SEL (N = 427).ResultsOur findings highlight that educators perceive SEL as more expansive than current competency-based models. Educators describe SEL as a praxis that can be responsive to student and community needs, facilitate healing, and center humanity along with racial and social justice.DiscussionWe discuss implications that highlight the potential risks and harm that can be perpetuated by the current practice of SEL and, like the educators in our study, advocate for dismantling white supremacy structures in education through the co-creation of a humanizing SEL approach.

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

Cited by 27 publications

References 22 publications

Starting From Scratch: Toward A New Measure of Student Social-Emotional Competence

Starting From Scratch: Toward A New Measure of Student Social-Emotional Competence

Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario

“Not try to save them or ask them to breathe through their oppression”: Educator perceptions and the need for a human-centered, liberatory approach to social and emotional learning

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