“The Role of SEL in Improving Literacy Development” is the first in a series of briefs published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) on how social-emotional development and well-being are integral to the teaching and learning of literacy practices.
Reading and writing are among the most fundamental and valuable skills developed in childhood, and among the most important skills associated with academic, postsecondary, and job success. Reading and writing skills are also vital for an active and engaged citizenry. According to research, literacy is connected to civic reasoning and discourse as it requires not only knowledge of history and political systems, but also critical thinking skills, as well as the capacity to empathize with differing perspectives. Research underscores the urgency of children developing a proficiency in reading by the end of third grade. Studies indicate children who are not reading proficiently by the end of third grade are more likely to drop out of high school, remain poor readers through high school, and be involved with the juvenile justice system, among other behavioral and grade retention issues, which lead to negative academic, social, and emotional outcomes.
There is more we can and must do to support literacy development and instruction to ensure student success, and CASEL is answering this call. In our nation’s classrooms, we tend to see the academic demands of learning as separate and apart from emotions and relationships. However, current research demonstrates that learning environments and instruction that are supportive of students’ social and emotional development and well-being are integral to student literacy development.