School climate and social and emotional learning: The integration of two approaches

What does the research say?

Based on this peer-reviewed research from Pennsylvania State University and the Robert Wood Johnson Foundation, the key takeaway is that school climate and social-emotional learning (SEL) are inextricably linked and mutually reinforcing. The research demonstrates that positive school climates—characterized by supportive relationships, engagement, safety, cultural competence and responsiveness, and academic challenge with high expectations—create the necessary conditions for students and adults to develop social and emotional competencies, while simultaneously, the development of these competencies contributes to improved school climate. Rigorous evaluations show that SEL programs can significantly improve classroom climate with moderate to large effect sizes, and blended approaches that incorporate both “bottom up” and “top down” strategies show particular promise for effectiveness. The integration of school climate and SEL efforts can reduce fragmentation, create synergies, and address educational inequities, particularly for students of color and economically disadvantaged students who are more likely to experience poorer school climates. However, the research identifies an urgent need for more rigorous evaluations of combined approaches, particularly in secondary schools, and better understanding of how systems-level factors shape climates that support social and emotional development.

Why is it important?

This research is important for several critical reasons based on the peer-reviewed evidence:

Public Health Impact: School climate and social-emotional competencies have documented public health benefits, affecting not just academic outcomes but broader student well-being and development. Since students spend a significant portion of their lives in school, these environments serve as powerful protective factors that can counteract trauma, stress, and other risk factors students may face.

Equity and Social Justice: The research reveals significant disparities—students of color and economically disadvantaged students are more likely to experience poorer school climates, including harsh and exclusionary discipline. Integrating positive school climate with SEL can help reduce these inequities and create inclusive environments where all students can thrive, regardless of their background.

Scalable Prevention: Rather than treating problems after they occur, this approach provides a systematic way to prevent behavioral issues, mental health challenges, and academic failure at scale. The research shows that when schools create supportive climates with strong SEL, there are fewer disciplinary incidents, reduced bullying, improved attendance, and better resource allocation.

Whole-Child Development: This integration addresses the reality that academic learning cannot be separated from social and emotional development. Students need to feel safe, supported, and emotionally regulated to learn effectively, while the process of learning itself builds confidence and social skills.

Systems-Level Change: The research demonstrates that fragmented approaches are less effective than coordinated, whole-school efforts. This provides evidence-based guidance for educational leaders seeking to create lasting, comprehensive improvements rather than implementing disconnected programs that may have limited impact.

What are the implication for education?

Based on the peer-reviewed research, there are several significant implications for education:

Systemic Integration Over Fragmented Programs: The research strongly indicates that schools should move away from treating school climate and SEL as separate initiatives. Instead of implementing isolated SEL curricula or climate interventions, educational systems need coordinated, systematic approaches that integrate both elements across all school operations—from policies and procedures to daily classroom interactions.

Whole-School Community Engagement: Effective implementation requires engagement of the entire school community, not just classroom teachers. This means training and supporting all adults in the school environment—from principals to playground staff, lunchroom workers, and transportation personnel—in social-emotional competencies and climate-building practices.

Teacher Preparation and Professional Development: The research highlights that teachers need both social-emotional competencies themselves and the skills to model and teach these to students. This has major implications for teacher preparation programs and ongoing professional development, requiring systematic training in culturally responsive practices, trauma-informed approaches, and the 10 evidence-based instructional strategies identified by researchers.

Multi-Tiered Support Systems: Schools need to develop comprehensive frameworks that provide universal support for all students while also offering targeted interventions for those with greater needs. The research emphasizes that one-size-fits-all approaches are insufficient, particularly given the high rates of trauma and chronic stress among students.

Leadership and Infrastructure Requirements: Successful implementation requires strong principal and district leadership that prioritizes and models social-emotional competencies. Schools need adequate funding, infrastructure, and sustained support to move beyond short-term programs to long-term culture change.

Measurement and Accountability: Educational systems need aligned measures that capture both school climate and SEL outcomes from multiple perspectives (students, staff, parents) to understand effectiveness and guide continuous improvement efforts.

Secondary School Focus: The research reveals a significant gap in effective approaches for adolescents and secondary schools, indicating an urgent need for age-appropriate strategies and further research in this area.

Equity-Centered Implementation: Given the documented disparities in how students experience school climate, educational leaders must deliberately focus on creating culturally competent, inclusive environments that address systemic inequities and support marginalized students.

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About the authors

Juliette Berg, Ph.D. is an applied researcher specializing in large, multi-site evaluations and research syntheses aimed at advancing how research, practice, and policy can create the conditions for children and youth to thrive. Her work focuses on fostering the development of social, emotional, behavioral, and academic skills through rigorous research and practical application. She brings deep expertise in research design, measure development, program evaluation, implementation science, and advanced quantitative methods. She also advises on the development of measures related to social and emotional competencies and learning environments.

As a Principal Researcher at the American Institutes for Research (AIR), she has secured over $10 million in competitive grants and contracts. She serves as Principal Investigator on two Education Innovation and Research (EIR) grants and one Supporting Effective Educator Development (SEED) grant from the U.S. Department of Education. These projects evaluate school-based programs designed to enhance academic and social-emotional outcomes for elementary and middle school students. Her portfolio includes contributions to numerous large-scale randomized controlled trials of programs such as City Year, Montessori, RULER, the Safe Public Spaces Program, the 4Rs Program, Opportunity NYC, and PATHS. Across these initiatives, her research has helped shape strategies to improve learning environments and promote holistic student development.

Dr. Berg has authored more than 35 peer-reviewed articles, reports, and book chapters. She co-authored two journal articles synthesizing the science of learning and development and served as Associate Editor for two volumes of Review of Research in Education (RRE). She also led a comprehensive review of over 100 social and emotional learning frameworks to define and measure core competencies, and contributed to the development of a research and translation agenda at the intersection of SEL and school climate.