Title: A resolution expressing support for evidence-based programs that facilitate social and emotional learning during and beyond the COVID-19 pandemic.
Policy area: Education

Summary:
This resolution encourages schools to (1) implement evidence-based social and emotional learning programs in both their virtual and in-person curriculum, and (2) provide their staff with virtual and in-person training on these programs.

[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[S. Res. 691 Introduced in Senate (IS)]

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116th CONGRESS
  2d Session
S. RES. 691

 Expressing support for evidence-based programs that facilitate social 
    and emotional learning during and beyond the COVID-19 pandemic.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                           September 14, 2020

  Mr. Blumenthal (for himself, Mr. Durbin, Ms. Hassan, and Mr. King) 
submitted the following resolution; which was referred to the Committee 
               on Health, Education, Labor, and Pensions

_______________________________________________________________________

                               RESOLUTION


 
 Expressing support for evidence-based programs that facilitate social 
    and emotional learning during and beyond the COVID-19 pandemic.

Whereas a positive school culture is important for students, teachers, and staff 
        to feel safe, valued, engaged, included, and respected;
Whereas students face intense academic and social pressures in school, including 
        stress, bullying, and social isolation;
Whereas students face increasing anxiety as the COVID-19 pandemic continues, as 
        a result of--

    (1) social distancing requirements and increasing social isolation;

    (2) fear of illness for themselves and peers;

    (3) uncertainty of the future for themselves and schooling; and

    (4) financial insecurity that results in hunger or stress at home;

Whereas, when these concerns or childhood trauma are not addressed 
        appropriately, anxiety, depression, social withdrawal, disruptive 
        behavior, drug and alcohol abuse, and violence can result;
Whereas skills developed through social and emotional learning equip young 
        people to handle the challenges they face and help them succeed not just 
        as students, but as healthy and caring adults, productive workers, and 
        engaged citizens;
Whereas social and emotional learning is defined as the process through which 
        children and adults acquire and effectively apply the knowledge, 
        attitudes, and skills associated with social and emotional competency, 
        including the ability to--

    (1) identify, understand, and manage emotions;

    (2) set and achieve positive goals;

    (3) feel and show empathy for others;

    (4) establish and maintain positive relationships; and

    (5) make responsible decisions;

Whereas social and emotional learning programs can be effectively integrated 
        into schools through classroom instruction, both in-person and 
        virtually, and other schoolwide activities that--

    (1) provide instruction for school leaders, educators, and staff on 
social and emotional learning, so they can both model these skills for 
students and benefit from them personally and professionally;

    (2) integrate social and emotional learning through family engagement 
and in the school curriculum, through instruction and, in some cases, 
playful learning;

    (3) provide systematic instruction in which skills are taught, modeled, 
practiced, and applied in daily behavior; and

    (4) establish safe and caring learning environments that foster student 
participation, engagement, and connection to their school community;

Whereas social and emotional skills are both teachable and measurable, and 
        evidence-based social and emotional learning programs have already been 
        successfully implemented in schools across the country for students in 
        preschool through high school;
Whereas students exposed to social and emotional learning programs have improved 
        academic outcomes, including greater motivation to learn and commitment 
        to school, increased time devoted to schoolwork and mastery of subject 
        matter, and improved attendance, graduation rates, grades, and test 
        scores;
Whereas these positive outcomes increase in students who are involved in social 
        and emotional learning programs by an average of 11 percentage points 
        over students who are not involved in such programs;
Whereas social and emotional learning programs can mitigate the impact of 
        childhood trauma and also result in reduced problem behavior, improved 
        health outcomes, a lower rate of violent delinquency, and a lower rate 
        of heavy alcohol use;
Whereas programs that increase student connectedness and raise awareness about 
        social isolation have been shown to reduce bullying and improve school 
        climate; and
Whereas social and emotional learning programs help young people appreciate the 
        importance of developing and sustaining positive interpersonal 
        relationships and inclusive communities: Now, therefore, be it
    Resolved, That the Senate--
            (1) supports the goals of evidence-based social and 
        emotional learning programs;
            (2) encourages schools and communities to implement 
        programs to facilitate social and emotional learning in both 
        in-person curriculum and virtual curriculum; and
            (3) encourages schools to conduct regular in-person and 
        virtual training of their staff to ensure social and emotional 
        learning programs can evolve, grow, and build capacity as 
        needed.
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