Record High Demand for Social-Emotional Learning in US Schools | By: Committee for Children Education Week recently published survey results that show extraordinarily high interest in social-emotional learning (SEL) curricula in K–12 schools across the country, from early grades through high school. Separately, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has measured SEL impact of social-emotional learning in K–12 schools and found numerous positive results in some of the country’s largest school districts. 90% of K–12 school district leaders have already invested in social-emotional learning products, or plan to do so over the 2019–2020 school year, according to Education Week’s 2018 survey of 500+ district administrators. Social-Emotional Learning Districtwide Recent Trends CASEL partners with 19 large school districts across the US to regularly measure the results of how social-emotional learning curricula impacts their students, schools, and education. Recent studies were encouraging for a variety of reasons. Higher math scores. Higher graduation rates. Improved student behavior. And more. Of the 19 school districts (serving 1.6 million students) that are measured—including Austin, Atlanta, Boston, Baltimore, Chicago, Cleveland, Denver, Minneapolis, Nashville, Oakland, Sacramento, and Tulsa—these were the high-level research findings of implementing SEL programs: Several districts saw improved reading and math scores in students. Several districts saw improved GPAs and higher test scores among students. Many districts had improved student behavior—higher graduation rates, better school attendance, fewer suspensions, and improved social-emotional competencies. Some school districts saw marked improvements in school climate. Demand for social-emotional learning products and services in schools is stronger than ever and Committee for Children will remain a long-term advocate of children’s well-being and safety.