CERL Discusses Integrating Social-Emotional Learning in the Classroom at Center for Civic Education Workshop

Posted in CERL Research News Project Citizen

Annapolis, Md. – Although 72% of teachers report being familiar with social-emotional learning (SEL) and 68% believe it is valuable for civics education, only 23% feel prepared to integrate SEL into their classrooms. These findings shaped the discussion CERL Director Diana Owen and Research Specialist Patrick McSweeney brought to the Center for Civic Education’s Integrated Civic Competencies (ICC) workshop, held from May 30 to June 1.

CERL's Research Specialist Patrick Sweeney and Director Diana Owen address the Integrated Civics Competencies workshop participants.

Civics education encompasses more than civic knowledge—it also involves equipping students with the skills to collaborate, communicate effectively, and understand their communities. Building on the SEL framework developed by CASEL, the Center for Civic Education has created an Integrated Civic Competencies framework. This framework includes 11 competencies that will be embedded in the Center’s Project Citizen curriculum.

At the workshop, CERL conducted focus groups with curriculum writers and presented original survey findings from civics teachers nationwide. These insights help guide the development, conceptualization, and measurement of competencies throughout the grant period.

In addition to the headline findings on teacher familiarity and preparedness, the research revealed:

  • SEL is implemented more frequently in elementary classrooms than at other grade levels.
  • Time constraints and limited curricular resources are the most commonly cited barriers to teaching civic competencies.
  • Teachers expressed strong interest in professional development and flexible instructional materials.
  • While newer teachers are more familiar with SEL, they do not feel more prepared to teach civic competencies.

Agenda and Project Citizen notes from the ICC Workshop

Workshop participants used these findings to inform lesson development and provide feedback on the ICC framework. This input will help shape the ICC pilot program, which launches at a summer institute in Louisville, Kentucky, from July 28 to 31.