Why would parents and teachers, tired of high-stakes testing in their public schools, wish to sign onto more assessment that tests, tracks, and profiles their child’s behavior online?
Good teachers have always built social skills into their classes. Helping children behave and work with each other is second nature to teaching. One can find nice social-emotional learning (SEL) activities.
But now states are setting up SEL standards about what children should think and feel. How does one standardize such things?
I originally noted that @SEL4MA has lovely activities for children. They do. As I look at Twitter now, I see terrific book titles for children and a lovely quote from Mister Rogers, whose upcoming movie I noted on Twitter yesterday.
But I have been informed that they have a dark side of their own. Their website describes their endorsement of Social Impact Bonds and Pay for Success. One teacher told me they are “like stalkers” with many for-profit partners and enablers. This is troubling. It is also deceptive. It’s easy to see how one can be sucked into the nice activities for children, without realizing what this organization is truly advocating.
Here are the concerns about SEL in general.
SEL is ill-defined, unproven and still connected to Common Core.
There’s a mish-mash of psycho-social, neuroscience talk, and programs are not always well-explained to parents, or well-understood. SEL covers so much.
“Core” is used often, because SEL is connected to Common Core.
Where’s the research? The reliance of support is on a 2011 Meta-analysis of eight studies showing students do better academically with SEL activities, but there’s nothing to support the pervasive dominance of SEL assessment in schools.
SEL standards involve too much introspection for children.
As part of the Every Student Succeeds Act, the Illinois SEL Standards have been praised for being the first state SEL standards. Some goals sound decent. But forcing children to reflect so much on their actions, thoughts, and feelings is obsessive.
Here’s a sampling of what children are to do:
- recognize and label their emotions,
- identify family strengths,
- record their emotional behavior changes as they transition throughout the day,
- recognize how others have contributed to their achievement,
- remember to use “I” when speaking,
and much more.
If SEL seems like character education it’s because it is.
SEL involves grit, soft skills, or character education.
Character education has always been controversial. Both religious and non-religious parents often resent it.
Even Angela Duckworth, the “grit” queen, grew concerned about measuring character traits, calling it a “bad idea.”
SEL and psychological profiling.
SEL assessments for parents, children, and teachers ask personal questions. What right do adults have to scrutinize a child’s thoughts and feelings for data? These aren’t merely interest inventories.
The assessments seem designed for school psychologists for when children have difficulties in school. Why do all children require such serious assessment? Most children come to school ready to learn and without major behavioral problems.
Here’s a list from Edutopia of some of the assessments:
- Devereux Early Childhood Assessment, Second Edition (For PreK).
- Devereux Student Strengths Assessment
- Social-Emotional Assets and Resilience Scale (SEARS)
- Social Skills Improvement System Rating Scales
- Behavioral and Emotional Rating Scale
Tracking children’s behavior with SEL
What happens if the student has a bad year? What if their parents divorce in 5th grade and they have problems then, but they’ve adjusted by 8th grade? Will their behavior from 5th grade haunt them forever? Where will that information be when the student applies for college?
There was a reason schools kept a student’s record in a locked filing cabinet.
SEL’s emphasis on self-control.
SEL involves an emphasis on self-control. How much self-control is too much? Is developmental age considered? Certain behaviors are normal for young children.
SEL and students with disabilities and gifted students.
How will learning difficulties of students with disabilities be reflected in the assessments? Students with autism and gifted students, for example, might start out with problematic behavior in school, but make great gains.
SEL and student trauma.
Children experiencing trauma, or problems that cause them difficulties in school, need counselors, school psychologists, and social workers to address their needs.
SEL and technology.
Many worry that in order for technology to work without teachers, children need to be better behaved and teach each other. Is that why SEL has become so important?
Technology is also be used to monitor and teach the SEL behaviors.
SEL’s increasing focus on mindfulness.
Some meditation might be calming. Too much should raise concerns.
Ingrid Wickelgren, wrote in Scientific American, “How Social and Emotional Learning Could Harm Our Kids.” She is critical of MindUP, a Buddhist-style mindfulness program focusing on pleasurable feelings. The program is by actor Goldie Hawn.
Non-judgmental awareness might cause a child to be unable to determine between right and wrong. They might accept life’s difficulties instead of rejecting problems.
SEL and mental health.
SEL is about specifically monitoring the emotional behavior of all children.
If teachers focus on an abundance of data on every child, they might miss, or have little time, to address the child who really has problems.
SEL is about raising test scores.
Most of what SEL advocates, involves the goal of getting children to improve their behavior so they will do better on high-stakes academic testing. This seems disingenuous.
SEL and Social Impact Bonds and Pay for Success
School districts are encouraged to use SIBs or Pay for Success to fund programs. Schools get money for students based on their social and emotional skills. Upon student improvement, companies get back their contribution with a profit.
For example, SEL is listed in the U.S. Department of Education (DeVos) Pay for Success Feasibility Tool Kit: Considerations for State and Local Leaders to increase kindergarten readiness (p.6).
SEL is a field day for nonprofits.
There’s a glut of groups setting up unproven businesses promising to address SEL in schools. It’s an unaccountable moneymaker.
Here the nonprofit Playworks (I’ve written about them before) jumps on the SEL bandwagon. They advertise recess. But this is not recess. It’s organized play by adults. It’s privatization of P.E.
Why does recess have to be outsourced anyway?
SEL is insulting to parents.
Most parents teach their children well when it comes to behavior. Children come to school curious and eager to learn and they have good behavior.
Why are scholars and politicians making it seem otherwise?
Summary
Childhood should be a carefree time, where children learn and play in ways that are developmentally appropriate.
Also, parents and teachers are tired of academic standards like Common Core and high-stakes testing. Trying to increase high-stakes standards involving a child’s feelings seems not only ill-advised but dubious.
References
Nancy Bailey. “New Social Emotional Standards to Complement Common Core.” Nancy Bailey’s Education Website. August 6, 2016.
Jane Robbins “The Latest Big Education Fad, Social Emotional Learning, Is As Bad As It Sounds.” Townhall. August 8, 2016.
Kathleen Casper. “Danger in a Can: Why Canned Social-Emotional Skills Programs in Schools Can Harm Gifted Students More Than Help Them.” Jan. 26, 2017.
Emily Talmage. “The Real Reason Your Child is being Psychologically Profiled at School.” Save Maine Schools. July 14, 2017.
Larry Ferlazzo. “Let Them Eat Character.” Larry Ferlazzo’s Websites of the Day….” February 16, 2017.
I just found out today that my child’s grade (8th) will be participating in Empathy Training….tomorrow. Since it is an overcrowded school, it will take place over 2 days. 1 day will be the “training” and the next day the kids will move from classroom to classroom watching Disney movies. I have REFUSED and I insist that the absence will be counted as excused. This is just ridiculous. Of course these kids are out of control. They have survived in overcrowded classrooms. Full day kindergarten was sitting at desks instead of play and conflict resolution. They have been Common Bored, over tested, taught to the test in lieu of meaningful curriculum, 20 minute recess and short lunches and allowed very little social interaction. Of course the kids don’t get along. Not my problem. It all comes down to an old adage….You reap what you sow.
Bravo to you! I used to teach kindergarten a long time ago and what I see now in kindergarten is much more like first grade. All the creativity and play that I had in my kindergarten and that my own children had in their kindergarten in the 1980s is gone – no painting, no blocks, no puzzles, no projects, etc. Lots of whole-class instruction now and the expectation that all 5-year-olds can write a short essay and read short books. So many children are viewing themselves as failures at 5 years of age because of developmentally inappropriate expectations. We need to reimagine our teaching practices. Go back and review the research on children’s development how they learn.
Incredibly important comment, Nora. Thank you. This cannot be said enough. Kindergartners are now expected to be reading before first grade. They face testing and more seatwork in kindergarten than ever before.
Yes I see. Well said
Recess and real social interactions are where children learn empathy.
I saw a video of a Japanese teacher who always made time for students to discuss, not only the happiness in their lives, but the tough times too. It was amazing the way the children cared for each other.
Teachers in this country also work on bringing children together and teaching kindness, when given time.
“Common Bored.” That’s about it. But thanks for sharing, Lisa. I am sorry. Hopefully, it will turn around.
It will turn around. Next year we will be paying for private school. I believe in public education the way it used to be 15-20 years ago, but not the way it is right now. It’s too late to continue to wait for changes to happen for the better.
That’s sad to hear for public schools, but you must do what you believe is right for your child. Best wishes.
Hi Lisa,
I encourage you to investigate thorouoghly your private school. I went to a two day symposium in Atlanta for Headmasters of Christian schools from all over the country and they bought into DEI/SEL/CRT. Also, the majority, if not all, of our private schools also have DEI/SEL/CRT.
You do know that you are replying to me 4 yrs after the initial blog post? My child is now a Sr at his private HS and I am so happy with the decision that we made for him.. He is very happy with/at his school and will be graduating in a few weeks and plans to attend college next year. We are not Catholic but sent our son to an Independent Catholic (with a small “c”) Faith based school. It’s an all boys school that does very well teaching to the “whole child”. No whacky SEL, no questionnaires or surveys, no oppressive rules on behavior and not even a lot of “religious” education/services. It reminds me of my own public HS from the early 80’s…. but with a little bit of Sunday school thrown in. The public HS he would have attended is riddled with fights (and some knife/gun violence) on a regular basis….and most of these kids have been PBIS’ed and SELed since elementary school. HMMMMM????
I am always happy to hear of children doing well no matter what schools they attend! Congrats! It sounds like you made good decisions, Lisa.
I don’t think Rhonda was criticizing but adding some extra information. I have heard and read that too about private schools.
I am always happy to see that readers are revisiting posts. This one is particularly popular.
It’s comforting to read about so much white privilege.
David Maylish, how is this white privilege? How do you know Lisa is white? What a racist assumption and comment.
In light of the developing story involving Facebook and Cambridge Analytica, (with the threat to the demise of democratic processes and the abuse and manipulation of personal data) your latest gem is very timely.
I am outraged over what is happening with the proposed use of SEL standards in the States as you report. I feel horrified that this kind of practice could be employed in the way you describe. Apart from what this will mean for children there in the US I fear that the stupidly unscrupulous political leaders in the UK will do as they often do and try to replicate this here. The whole notion is wrong and here’s why:
1 Children, as they grow, clearly need to develop their social and emotional selves. However, this is best done in caring homes and compassionate classrooms and schools where there is structure and support to allow them the scope to develop self awareness and compassion for others. This is a process that cannot be meaningfully summed up in buzz-words and translated into quantifiable data. The suggestion that this could possibly be in children’s best interests is quite obscene.
2 Ordinary people have been ill-served and slow to understand the implications of allowing others to have access to their data. The shocking story unfolding here and in the States is testimony to this fact. We can only hope that the companies and individuals like Facebook and Cambridge Analytica will not be allowed to use their corporate muscle to escape the consequences of any misuse and abuse of personal data, mined without their consent. I, for one, will not be holding my breath in this hope.
3 It is time to end the practice of allowing powerful companies and individuals to regulate themselves. The least response to this trend of abusing personal data with impunity must be the introduction of internationally binding regulations allied with strong enforcement mechanisms. In my opinion, this will help, but cannot go far enough. It is vitally important that individuals exercise appropriate judgement when deciding the level of engagement they have with the internet, especially with social media. Once personal data and opinions are ‘out there’, there is little chance that even with stronger regulation misuse can be eliminated entirely.
All these suggestions underpin the need we all share, to see effective public education that acknowledges the importance of developing a strong sense of individual responsibility. As you consistently show, Nancy, the way education reform has progressed over recent times has gone counter to what is so desperately needed. Do keep up your important work in reminding us that children’s needs should guide education reform and that our commitment must be to securing their global futures.
Thank you, John. This is all well-said. I appreciate the way you broke it down.
How to navigate the future in education with technology is truly uncharted territory. I’m afraid tech without teachers is a closer reality than many would like to think. Competency-based, personalized, and performance-based learning are just three of the names.
I’m also afraid the need for better regulations is being cast aside by our education secretary who is focused on the exact opposite. Not to mention our president.
I have benefited using Facebook by networking with many fine people who share a common interest in education. But I’ve never been comfortable seeing so much personal information flying about.
Zuckerberg’s involvement in education has also not been ideal. It will be interesting to see what happens.
Thanks again, and stay in touch!
I know your problems in the UK mirror ours, and it is always interesting.
John, you and Nancy are so right about this.
The Cambridge Analytica/Facebook scandal in the UK is surely relevant and in so many ways other than the obvious political ones.
See my article which contains a link to the Ch4 video that I saw a US politician on TV referring to as, “the most shocking thing she had ever seen”.
https://rogertitcombelearningmatters.wordpress.com/2018/03/22/cambridge-analytica-daniel-kahneman-the-anti-flynn-effect-and-education/
Thank you, Roger. You always add important information to the conversation. So much to learn.
I have looked and read here the contents. It saddens me to see such put to harmful use verses what could be a positive use for the families and children. May God give wisdom for those in need to do the right course of action.
Empathy training is one more thing we used to do at the dinner table in stable families. Once again, the common sense of old Maslow comes through. Kids will not be able to learn empathy or social skills without some basic advice and ability to do so. They will not even consider any of that until they are safe and well fed.
I have often worried that lessons I learned pushing silage around in the top of a silo on the farm will not come to my daughter, who has no farm to make her a great person like I am. Let the kids be. They will make heir way in life. Just keep,them off social media.
I agree, Roy. I do worry that there’s a strange movement underfoot to push children to be more advanced than they are ready in both academics and their behavior. I fear it has to do with expecting good behavior at the computer.
Thank you!
I would encourage you to look up the Blackfoot tribe and Maslow. I found it very interesting. Also common sense isn’t actually entirely a true concept. Common sense strives for experiences and perceptions. This can be limited for some people as they may have never had that experience before or have been exposed to the understanding of it. I do agree that certain elements can hinder the learning process but doesn’t necessarily mean those exact elements have to be in place in order to achieve a skill. In some situations the lack of something can increase a skill like empathy. Of course this depends on the individual and the severity of the situation. It can go either way. Just like coming from a stable home could either promote and enhance certain skills yet perhaps hinder other ones. Another thing to consider is how one learns. There are at least 8 styles of learning each usually a couple of teaching approaches are majorly exercised. Unfortunately when we look with a narrow focused lens we sometimes miss the other paths that lead to similar goals. You talked about learning lessons based on some experiences you had while on a farm. Why couldn’t your daughter learn similar lessons? Does she necessarily need a farm to learn those lessons or could the concepts learned be learned through a different experience? This is what bloom’s taxonomy teaches. Is SEL a perfect approach? Not necessarily. It has its challenges like anything else but why couldn’t it be used in addition to other approaches? I appreciate your and understand your viewpoint and perception on the topic. Coming from someone who has never felt safe, endured very traumatic experiences, yet has high social emotional skills in certain areas like empathy and very low ones is other areas like managing my own emotions.
This is all interesting. I wonder how many know this about Maslow. Thank you for your comment, Stephanie.
https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/
Thank you for interjecting your pov. What can be more clear than society, for the most part, doesn’t know about empathy or about developing that skill, or compassion, or the influence of society on psychological maturity. “Society and its Discontents? Perhaps we need new instruction beyond Freud about our current society and its discontents. But outlawing social-emotional learning won’t ever allow children (or adults) to learn about empathy or compassion, or other character traits when our society embodies very little or none of these character traits. Just look around you, and “common sense” will verify my pov..
The post is about SEL regarding assessment and collecting information about children. There are many ways to help children with social and emotional learning in school without invading their privacy.
Nancy, you write, “I like @SEL4MA. They share lists of cultural heritage books, activities to teach tolerance, and other valuable teaching ideas.”
Have you studied their website? They are directly promoting SEL as a vehicle for Social Impact Bonds:
“A new way to fund prevention programs are called Social Impact Bonds or Pay-for-Success Contracts. The way social impact bonds are usually structured is that a government entity enters into a contract with an intermediary organization that raises capital from investors such as banks and foundations and then hires/manages a non-profit organization to provide services that meet a certain pre-determined evaluative data. Massachusetts has issued two of these contracts, but only one so far has been implemented.
The services to be provided by the non-profit address social issues that cause great expenditures by the government. The object is to have private financing invest in programs that work to reduce the costs to the government.”
https://www.sel4ma.org/sel-to-reduce-costs/
No. I just looked at them on Twitter. Thanks for letting me know, Mary. I removed it.
Here again is why SEL is so troubling. They share nice activities, but have that dark side, making it difficult for teachers to distinguish what they are really doing.
Thanks again!
Hopefully, teachers are well-equated with their own dark sides, or as Dr. Jung said the shadow or unknown parts of ourselves. If they aren’t, then they should become educated on the importance of self-knowledge, especially as children develop. There is a big difference between making children aware of their emotional-psychosocial development and promoting anti-social behaviors. There is a huge difference between helping them understand their emotions, their “feelings,” their connection to learning achievement, and any “necessity” to enter into the “business” of making money off the education of children. There are privacy laws that mitigate against the collection of certain data, in incase ordinary common sense does not prevail. The “dark side” is not a malevolent, hateful side – the “dark side” is merely the unexplored, unknown parts of ourselves, including our creativity and essential “goodness.” Should our children and teachers be kept unaware of those?
First, teachers can help children with their behavior and socializing with other children but they aren’t psychologists.
Also, it’s not teachers making money on the backs of children. It’s the outside assessment companies and those who use the information collected about children.
The FERPA laws to protect children have also been weakened in recent years.
Acquainted, not equated…doctor.
I know that I am kind of late to the party…just finding out about SEL and a google search brought me to this site. Just wanted to let you know that I clicked the link to check in on all of the for profit endorsements of SEL and the page has been removed!
They have apparently pulled the page. No idea why. Thanks, Scott.
So, I haven’t heard any mention in SEL about actual EDUCATION….and certainly no Critical Thinking. And what about reading, writing, math, science, and CIVICS?
I’m of the mind that these things are what schools and education are about — not this self-obsessed emotionalism.
This is not good.
You’ve got that right, Barbra. My concern too. This is a conversion of focusing on academics to character education. A huge change in how schools function. Thank you for reading and commenting. It will be interesting to see how this continues to unfold.