What Do Changes in Social-Emotional Learning Tell Us About Changes in Academic and Behavioral Outcomes?

This report by Kanopka et al. (2020), published by PACE (Policy Analysis for California Education), explores the relationship between social-emotional learning (SEL) and school performance using longitudinal data from California’s CORE Districts. Drawing on survey responses from hundreds of thousands of students, the study focuses on four key SEL skills—growth mindset, self-efficacy, self-management, and social awareness—and examines how they vary by school, grade level, and student demographic characteristics. The analysis shows that schools serving higher proportions of low-income students and students of color tend to have lower average SEL scores, mirroring broader academic inequities. However, some schools demonstrate stronger SEL growth than expected, highlighting promising practices for fostering equitable SEL development. The report underscores the value of integrating SEL data into accountability and improvement systems while promoting culturally responsive implementation.