What is the "Right" Framework for SEL?

Many educators struggle with a finding (or defining) a good framework for social emotional learning (SEL). The issue is a source of confusion because various publishers or school districts may use different terms or frameworks. Researchers from the American Institutes of Research have identified well over 100 SEL frameworks.1 While some might argue that this many frameworks hurts our cause advocating for stronger SEL programming and practice, I think this concern misses the point. I believe that there can be many vibrant and useful frameworks for SEL and the important thing is not to get too tied up discussing semantics. Choose the best framework for your context.

The most well-known SEL framework is published by the Collaborative for Academic and Social Emotional Learning, best known as CASEL. The circular shape of the visual has led to the common reference as the “CASEL Wheel”. This well-researched model includes the competencies of Self-awareness, Social awareness, Self-management, Relationship Skills, and Responsible Decision Making. The model also accounts for the necessity of important relationships: developing these competencies include adults with shared responsibilities in ecological contexts including classrooms, schools, families, and the community.

Many schools and communities may have needs that are not explicitly addressed by the CASEL model. Some schools may wish to use a model specifically focused on trauma, or equity, or restorative practice (or all of these and more). While the CASEL model certainly supports trauma informed practice, equity, diversity, and restorative practice, some may wish to have an SEL model that explicitly addresses additional needs or additional competencies. As educators we must not become doctrinaire in how we define or model SEL, instead if there are needs to be addressed in an SEL model-address those needs.

One example is the state of Indiana. In considering new standards for SEL, the Indiana Department of Education wanted to expand the focus of five CASEL competencies to also emphasize neurodevelopment and cultural responsiveness. The result was not to jettison CASEL competencies but to clarify and enhance them. Indiana made revisions without starting from scratch, using focused terms for CASEL competencies: insight (self-awareness), regulation (self-management), collaboration (relationship skills), connection (social awareness), and critical thinking (responsible decision making). In addition they added sensory-motor integration and mindset.2 This nuanced application does not take anything away from other frameworks, but applies the framework more specifically to the needs of a particular context.

There is no one “right” way to do SEL, there are a lot of excellent ways to apply SEL to educational practice. For many using the CASEL model is the right way to go, for others blending models or using more focused terms may be the better choice, just take the time to make sure there is a solid evidence base. The key question to answer is this: will the model you choose or create help the adults work more effectively with kids?

1 Berg J., Nolan E., Yoder N., Osher D., & Mart A. (2019). Social-emotional competencies in context: Using social-emotional frameworks to build educators’ understanding. Establishing Practical Social-Emotional Competence Assessments Work Group: Collaborative for Academic, Social, and Emotional Learning.

2 Oliver, B. M. & Berger, C. T. (2020). Indiana social-emotional learning competencies: A neurodevelopment, culturally responsive framework. Professional School Counseling 23(1 part 3).