Does SEL Make Students Ready For Work? We Asked Educators
Educators overwhelmingly state that incorporating social-emotional skills into classroom instruction is beneficial for students’ readiness for their future careers. According to a survey conducted by the EdWeek Research Center, 84% of teachers, principals, and district leaders believe that the social-emotional learning (SEL) practices in their schools have a positive impact on students’ soft skills. This survey, which gathered responses from 824 educators between September 28 and October 17, highlights the importance that educators continue to place on teaching students how to manage their emotions, empathize with others, set goals, persevere through challenges, and think creatively.
Juany Valdespino-Gaytán, the executive director of engagement services for the Dallas Independent school district, emphasizes that SEL skills are essential for success not only in school but also in work and life. Valdespino-Gaytán explains that employers actively seek candidates who possess these skills because they recognize their value in collaborative work environments. Additionally, some business leaders argue that these soft skills, such as critical thinking, problem-solving, teamwork, and communication, hold greater importance than hard skills, which are specific job-related knowledge and abilities. Maud Abeel, associate director of the nonprofit Jobs For The Future, supports this view by affirming that employers prioritize these top skills and consider them necessary in their workforce.
In the Dallas Independent school district, where SEL has been a deliberate classroom practice since 2016, Valdespino-Gaytán acknowledges that teaching SEL skills has proven highly beneficial. Not only have these skills improved student interactions, but they have also positively influenced students’ academic achievements.
However, despite the overwhelming support for SEL, not all educators agree with its implementation in the classroom. The EdWeek Research Center survey reveals that 14% of educators perceive teaching SEL as having a neutral impact on students’ soft skills, while 2% believe it has a negative impact. Additionally, some critical comments were made by educators in the survey’s open-ended response section. For example, a high school history and social studies teacher from Arizona referred to SEL as a waste and expressed concerns about students becoming overly sensitive and lacking resilience. The teacher suggested that students need to experience failure and learn how to bounce back without constant assistance.
These dissenting opinions surprise Abeel, who emphasizes the vital nature of SEL skills. She, along with Valdespino-Gaytán, clarifies that SEL is not about teaching a separate set of "woke" skills but rather focusing on foundational interpersonal and intrapersonal skills that are essential for human development.
Overall, the majority of educators recognize the value of teaching social-emotional skills in the classroom and view them as crucial for students’ success in their educational journeys and future careers.
