Identifying, defining, and measuring social and emotional competencies

What does the research say?

The comprehensive report conducted by the American Institutes for Research highlights significant variability and fragmentation across 136 social and emotional competency frameworks from diverse fields. While these frameworks identify a wide range of competencies—such as emotional regulation, prosocial behavior, ethical values, and cultural awareness—most lack consideration for cultural and linguistic diversity, youth with disabilities, and trauma, with fewer than 20% addressing these areas. Developmental sequencing is rarely included, and theoretical justification outweighs empirical support. Measurement tools are abundant but often misaligned with frameworks, lacking cultural relevance and developmental appropriateness. The findings underscore the need for more inclusive, empirically grounded frameworks and the development of reliable, culturally valid assessments that can bridge the gap between theory, measurement, and practice.

Why is it important?

This research is important because it brings clarity, structure, and inclusivity to the rapidly growing field of social and emotional learning (SEL), which plays a vital role in the healthy development and lifelong success of children and youth. By analyzing and comparing 136 frameworks, the study identifies both strengths and critical gaps—particularly the lack of attention to cultural diversity, trauma, disability, and developmental stages. It highlights the disconnect between what is being taught, what is being measured, and what actually matters for different populations. These insights are essential for educators, policymakers, and researchers who aim to build more equitable, effective, and evidence-based SEL programs and assessments. Ultimately, this work helps ensure that all young people—not just a privileged few—have access to environments and opportunities that nurture their social and emotional growth.

What are the implication for education?

The implications of this research for education are both far-reaching and urgent. Here’s a summary of the key points:

1. Need for Culturally Responsive SEL

   • Most existing frameworks overlook the unique needs of culturally and linguistically diverse students, those with disabilities, and those affected by trauma.

   • Educators must adopt or adapt frameworks and practices that are inclusive, equitable, and sensitive to students’ backgrounds and lived experiences.

2. Improved Framework-Measure Alignment

   • A major disconnect exists between SEL frameworks and the tools used to assess them.

   • Schools need guidance in selecting or developing assessment tools that accurately reflect the competencies they aim to foster, especially in diverse classroom contexts.

3. Focus on Developmental Relevance

   • Many frameworks fail to consider how SEL competencies evolve from childhood to young adulthood.

   • Curriculum and instruction should be developmentally sequenced to meet students where they are—cognitively, socially, and emotionally.

4. Support for Whole-Child Approaches

   • The research reinforces the value of SEL as a foundation for academic success, mental health, and life skills.

   • Education systems should integrate SEL into academic content, school climate, and staff training to support the whole child.

5. Caution Against High-Stakes Use of SEL Measures

   • There’s skepticism about using SEL assessments for accountability.

   • Instead, assessments should be used formatively—to inform instruction and support, not to label or rank students.

6. Professional Development for Educators

   • Teachers need training not only in delivering SEL but also in interpreting SEL data, recognizing cultural biases, and creating inclusive environments.

   • Equipping educators with these skills is key to effective SEL implementation.

In short, this comprehensive research calls for a more inclusive, developmentally attuned, and practice-aligned approach to SEL in education—one that recognizes the diverse identities and needs of all students and connects classroom practice with meaningful, evidence-based assessment.

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