Ready to Lead - A 2019 Update of Principals’ Perspectives on How Social and Emotional Learning Can Prepare Children and Transform Schools

Oct 15, 2026

Uploaded by Margaret

Nationally representative survey findings from 710 K-12 principals examine how social and emotional learning (SEL) is perceived, implemented, and assessed across schools and districts. The 2019 update highlights principals’ continued belief that SEL is teachable and a priority, growing adoption of SEL benchmarks, and higher SEL assessment activity than in 2017. Results also identify gaps, including the need for more systemic district-wide support and evidence that rural and small town schools lag behind.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages32

Reading Time1 h 21 min

AccessFree to download

Executive Summary

Introduction

Survey Findings

What is Social and Emotional Learning?

Survey Finding 1: Attitudes about SEL

Survey Finding 2: Implementing SEL

Survey Finding 3: Growing SEL in Schools and Districts

Survey Finding 4: Assessing SEL

Policy Recommendations

Conclusion

Acknowledgments

Appendices

Appendix I: Methodology

Appendix II: Findings from Other SEL Surveys by Hart, Civic, and CASEL

References

A Report for CASEL By Civic with Hart Research Associates Matthew N. Atwell and John M. Bridgeland READY TO LEAD A 2019 Update of Principals’Perspectives on How Social and Emotional Learning Can Prepare Children and Transform Schools Table of Contents Executive Summary .....................................................................................4 Introduction............................................................................................... 10 Survey Findings ......................................................................................... 12 What is Social and Emotional Learning? .......................................................................................... 13 Survey Finding 1: Attitudes about SEL .............................................................................................. 15 Survey Finding 2: Implementing SEL ................................................................................................. 16 Survey Finding 3: Growing SEL in Schools and Districts ...............................................................20 Survey Finding 4: Assessing SEL........................................................................................................22 Policy Recommendations....................................................................................................................26 Conclusion ..............................................................................................................................................27 Acknowledgments.................................................................................................................................27 Appendices ...............................................................................................28 Appendix I: Methodology .....................................................................................................................28 Appendix II: Findings from Other SEL Surveys by Hart, Civic, and CASEL .................................29 References ................................................................................................31 4 Ready to Lead Executive Summary Executive Summary This report builds on and updates many of the findings from the original nationally representative survey of K to 12 principals in 2017. The central messages of this 2019 update are that (1) principals continue to see social and emotional learning (SEL) skills as highly teachable and a priority in their schools; (2) more schools are implementing specific SEL benchmarks by significant percentages; and (3) principalsand teachers are assessing SEL skills at much higher rates than just two years ago. At the same time, the survey shows that more work is needed to ensure SEL is systemic across schools and districts and for principals to think existing assessments are useful. The most significant findings in the report, compared to survey data in 2017, are: (1) the percent of principals that believe social and emotional skills should definitely be included in state education standards has nearly doubled since 2017, and all told 87 percent of principals believe state standards probably should explicitly include SEL; (2) the percent of principals that believe a formal curriculum is necessary for teachers to successfully develop students’social and emotional skills has jumped from 43 percent in 2017 to 70 percent; and (3) while schools have made a great deal of progress implementing social and emotional learning, small town and rural schools continue to lag significantly behind the rest of the country. Most of all, this report shows that the movement to embed social and emotional learning into every classroom and school in America has reached a tipping point. Principals stand ready to bring systemic, school-wide SEL to their schools, but they need greater support from leaders at the state and district levels to ensure

FAQs

What is the focus of the 2019 update for school leaders?

The report updates findings on how principals view SEL, how schools implement SEL benchmarks, and how SEL is assessed across districts.

How does the report describe SEL competencies?

SEL is defined as acquiring and applying knowledge, attitudes, and skills to manage emotions, set goals, show empathy, build relationships, and make responsible decisions across five competency areas.

What policy support do principals say is needed?

Principals call for greater state and district-level leadership support to make SEL systemic and ensure every student has access to high-quality, whole-child education.

Oct 15, 2026

Uploaded by Margaret