While children and families are gearing up for graduations and summer vacations, Oregon school officials are already planning ahead for fall classes and enrollment. From outdoor learning and virtual schools to career education programs and personalized learning initiatives, our state has often been at the forefront of innovative educational progress for the benefit of our students. And this year will be no different, with the passage of HB 2166 going into full effect, which requires all schools to adopt standards for social-emotional learning (SEL).
While many schools have adopted SEL standards since HB 2166 was signed into law — and some did so even before then — all schools will need to adopt the Oregon TSEL framework and standards by July 2024. This may leave some schools scrambling to learn successful SEL implementation strategies before the start of the upcoming school year. However, efforts will have been worth it, as HB 2166 marks a huge opportunity to move our collective educational practices forward.
The benefits of SEL are well-researched and documented. The landmark 2011 study published by the Journal of Child Development found that SEL programming can result in an 11-percentile-point gain in academic achievement. A 2017 study followed up with students 6 months to 18 years after receiving SEL and found that they performed at an average of 13 percentile points higher than their peers who hadn’t. But it’s not just about improving academic performance: SEL also reduces bullying and discipline issues while improving relationships and feelings of belonging. Research has even found that reports of social-emotional wellness can be used to predict changes in academic performance and school attendance across student groups and achievement levels.
The pivotal moment we’re about to face presents an invaluable chance to redefine educational engagement and enhance student preparedness for life’s challenges. SEL is so much more than “soft skills†— it’s a process of preparing students with foundational skills for successfully navigating their futures. Skills like self-monitoring, effective communication, and empathetic leadership aren’t just the ones employers seek most often; they’re also the skills that will remain relevant and in demand in spite of the rapid technological advancements the future promises.
Skills, competencies, and mindsets students learn and develop across K-12 can empower them with tools to thrive, but schools will need to implement SEL intentionally to maximize its impact. This summer, districts statewide will face the important work of planning curriculum rollout, integrating SEL into school systems and practices, and ensuring educators are prepared to provide effective SEL facilitation.
Expanded social-emotional learning across Oregon holds tremendous opportunity to empower students with foundational skills for future readiness. Many schools and districts across the state have already risen to the occasion. Educators across Bend, Medford, Ashland, Tillamook, Eugene, and more have already begun SEL implementation and witnessed its benefits firsthand.
Oregon’s Transformative SEL Standards equip schools to enact the state’s vision to provide every student with a well-rounded education that teaches to the whole child, builds on their strengths and contributions, guides the interactions and relationships between students and adults to support healthy school climates, and equips students with the skills needed for success in college, career, and life. As leaders in SEL, we support the new standards and look forward to the positive impact this work will have on Oregon students for decades to come.
Shelly Reggiani, is senior director of learning, equity and communications for the Coalition of Oregon School Administrators. Patrick Cook-Deegan is founder and CEO of Wayfinder, a provider of social-emotional curriculum. Cook-Deegan lives in Bend.
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