Conceptualizing and Measuring Civic SEL
Posted in CERL Research Papers Integrated Civic Competencies
By Diana Owen and Donna Phillips
The imperative for quality civic education in American schools has never been more pressing. Recent events have prompted calls from across the political spectrum for unity to counter malevolent polarization, for respectful disagreement to replace incendiary discourse, and for renewed faith in government institutions to supersede apathy and suspicion (Klein, 2020; Forrest and Daymude, 2022). The myriad challenges posed to democracy, coupled with the deleterious impact of the COVID-19 pandemic on civic learning (Owen, 2024a), warrant increased emphasis on classroom teaching that promotes knowledge of government and politics, the acquisition of civic dispositions and skills, and the development of civic social and emotional learning (SEL) competencies (EAD, 2021). SEL builds students’ capacity to achieve personal and collective goals, maintain positive relationships, and make meaningful social connections. Students’ social-emotional development is integral to civic growth. Civic SEL is the integration of civic content and methods with SEL competencies that promote democratic engagement. It can instill proficiencies that support democracy by developing lasting skills of cooperation, collaboration, respectful engagement, and civil discourse (Hemmingway, 2022). It can improve civic skills, attitudes, and behaviors among marginalized and minoritized youth (Cipriano and McCarthy, 2023). SEL can address inequities in civic engagement by empowering young people to thrive and contribute to healthy communities.
This paper discusses the early stages of development of a Civic SEL Framework (CSELF) for integrating social and emotional learning in civics, especially social studies, American government, and history classrooms. We begin to formalize the conceptualization of Civic SEL and propose an approach to measurement that more directly incorporates civics into SEL assessments. Civic SEL encompasses core CASEL SEL competencies of self-awareness, self-management, social and cultural awareness, relationship skills, and responsible decision-making adapted specifically for the civics context at the K-12 and post-secondary levels. We proposed the CSELF which defines each of these competencies and designates domains that pertain to civic learning. We provide curricular and pedagogical examples of how civics and SEL can be integrated. Finally, we suggest the need for measures that better reflect students’ experience of SEL in the civics classroom.