Urging The Department Of Education To Create A Subsection Of Social-emotional Learning Standards For Grades K-12 Under Its Current Health Standards.
The resolution calls for the establishment of SEL standards to guide educators in teaching essential skills such as self-awareness, empathy, and responsible decision-making. By integrating these standards into the health curriculum, the bill aims to provide benchmarks for educators at all grade levels, facilitating a structured approach to enhancing students’ social and emotional skills. Such standards could significantly impact student learning environments by fostering positive interactions and support systems among peers.
House Resolution 184 urges the Department of Education of Hawaii to create a subsection of social-emotional learning (SEL) standards for grades K-12 under the current health standards. The resolution emphasizes the importance of social-emotional learning as an integral part of education and human development, highlighting the absence of specific guidelines in this area. It references the Collaborative for Academic, Social, and Emotional Learning (CASEL) definition of social-emotional learning and notes various skill domains that are crucial for student development.
While HR184 is primarily a resolution urging guidelines rather than mandating immediate changes, it does raise discussions about the pressures and challenges faced by the Department of Education in implementing new standards. Potential contention could arise over the adequacy of existing guidelines that already address some aspects of social-emotional learning and whether additional standards are necessary or beneficial. Furthermore, the conversation may touch on how effectively the Department can measure outcomes related to SEL competency amongst students.
The resolution draws attention to recent survey results concerning social-emotional skills among Hawaii students, underscoring the need for improvement in areas such as emotional regulation and self-efficacy. It seeks to capitalize on existing resources and knowledge, promoting an important dialogue about addressing students' emotional and social needs as part of their educational experience.