Social-Emotional Learning (SEL)


Social-emotional development contributes to academic and career success by helping students understand and respect themselves and others, acquire effective interpersonal skills, understand safety and resilience skills, and develop into contributing members of society. Improving student academic and behavior outcomes requires ensuring all students have access to the most effective instructional, behavioral practices and interventions. School need to create an environment ensuring that all students feel emotional and physically safe. The integration of SEL is a vital component in K-12 education and it contributes to whole-child success.

Connecticut’s definition of SEL: The process through which children and adults achieve emotional intelligence through the competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Public Act 19-166).


CSDE Statewide K-12 Social-Emotional Learning Assessment System

The Connecticut SEL State Survey Scan

In fall 2021, the CSDE conducted a landscape scan of SEL activities across Connecticut in partnership with the Region 2 Comprehensive Center. The purpose of this landscape scan is to provide the CSDE with information regarding activities and trends related to SEL for K–12 students across the state. This landscape scan aims to provide a snapshot of the great work that is already taking place and emerging concerns and trends in the field. Additionally, the CSDE hopes the scan will be the first step in providing a systematic collection of data to supplement, not replace, efforts. The CSDE will share the de-identified data results with the Social and Emotional Learning and School Climate Advisory Collaborative, Connecticut Association of Public School Superintendents (CAPSS) SEL subcommittee, and districts.