What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact

• Published in: Social and Emotional Learning: Research, Practice, and Policy Practice, and Policy, 2024-12, Vol.4, p.100065, Article 100065
• Main Authors: Drew, Alison L., Rhoades, Kimberly A., Eddy, J. Mark, Smith Slep, Amy M., Kim, Tia E., Currie, Cailin
• Format: Article
• Language: English
• Subjects: Elementary school; Parent engagement; Parent-school communication; Social and emotional learning
• ISSN: 2773-2339; 2773-2339
• DOI: 10.1016/j.sel.2024.100065

Universal school-based social and emotional learning (SEL) programs have been shown to have a range of benefits for students. However, these programs tend to focus on students, not involving parents, which may limit their impact outside the school context. We conducted focus groups and interviews with 118 parents, 58 teachers, and 6 school administrators at six public elementary schools across the United States implementing the Second Step SEL program to determine (a) what parents want to know about SEL in their children’s schools and why, (b) what parents actually know about SEL in their children’s schools, and (c) educators’ perspectives on SEL communication with parents. The findings suggest that school staff underestimate parents’ interest in knowing what their children are learning in SEL at school and perceive logistical barriers to SEL communication with parents. Accordingly, many parents report lacking knowledge about SEL despite valuing that knowledge and wishing to support their children’s SEL development. These findings point to ways SEL programs can be designed to better communicate with parents, and importantly, to facilitate parental engagement in the development of their children’s SEL skills.