A resolution expressing support for the designation of the week of March 3 through March 7, 2025, as "National Social and Emotional Learning Week" to recognize the critical role social and emotional learning plays in supporting the academic success and overall well-being of students, educators, and families.

Bill: 119-sres-107
Sponsor: full_name: Sen. Durbin, Richard J. [D-IL]
Introduced: 2025-03-05
Policy area: Education
Latest action: action_date: 2025-03-05
text: Referred to the Committee on Health, Education, Labor, and Pensions. (text: CR S1583)

Summaries:
action_date: 2025-03-05
action_desc: Introduced in Senate
text: <p>This resolution supports the designation of National Social and Emotional Learning Week.</p>

tv_txt: III 119th CONGRESS 1st Session S. RES. 107 IN THE SENATE OF THE UNITED STATES March 5, 2025 Mr. Durbin (for himself, Mr. Blumenthal , Ms. Duckworth , Mr. Sanders , Mr. King , Mr. Booker , Mr. Van Hollen , and Mr. Kaine ) submitted the following resolution; which was referred to the Committee on Health, Education, Labor, and Pensions RESOLUTION Expressing support for the designation of the week of March 3 through March 7, 2025, as National Social and Emotional Learning Week to recognize the critical role social and emotional learning plays in supporting the academic success and overall well-being of students, educators, and families.

Whereas decades of research demonstrate how social and emotional learning (referred to in this preamble as SEL ) promotes academic achievement, mental wellness, healthy behaviors, and long-term success; Whereas, according to a study by researchers at the Collaborative for Academic, Social, and Emotional Learning, Loyola University of Chicago, and the University of Illinois at Chicago, SEL programs that addressed the 5 core social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decisionmaking) increased academic performance by 11 percentile points, improved the ability of students to manage stress, and improved the attitudes of students about themselves, others, and school; Whereas, according to a study by researchers at Yale University, the University of Rochester, the University of Maryland, and Loyola University of Chicago, students participating in SEL at school had higher school functioning , including grades, test scores, attendance, homework completion, and engagement; Whereas, according to research conducted by both the Centers for Disease Control and Prevention and Harvard University, the COVID–19 pandemic heightened the urgency of providing greater assistance to students, educators, and families to address the mental health, behavioral, and other systemic challenges that impede the academic and developmental improvement and success of students; Whereas a study in the Journal of Benefit-Cost Analysis found that, on average, for every dollar spent on the evidence-based SEL programs examined, there was an $11 return on investment; Whereas, according to a study published by the American Public Health Association, the development of social and emotional skills in kindergarten has been associated with improved outcomes for young adults later in life, resulting in reduced societal costs for public assistance, public housing, police involvement, and detention; Whereas, in response to a Pew Research Center survey of parents of K–12 students, 93 percent of the parents said that schools teaching children to develop social and emotional skills was important; Whereas research from Yale University, the University of Cantabria, Jagiellonian University, and Pennsylvania State University indicates that educators who demonstrate greater social and emotional competence are frequently more capable of protecting themselves from burnout; and Whereas the week of March 3 through March 7, 2025, would be an appropriate period to designate as National Social and Emotional Learning Week : Now, therefore, be it

That the Senate— (1) supports the designation of National Social and Emotional Learning Week ; (2) recognizes the role that social and emotional learning plays in promoting academic achievement, mental and behavioral health, and future career success for students; (3) expresses support for expanding access to social and emotional learning for each student and teacher; and (4) encourages the people of the United States to identify opportunities among Federal agencies to advance social and emotional learning to support the academic success and overall well-being of students, parents, educators, and their communities.