CASEL recently published a report addressing the close connection between social-emotional learning (SEL) and literacy development in early childhood and elementary school. The report emphasizes the contributions that executive functioning, self-regulation, and emotional well-being make to the processes of reading, comprehension, and learning. The report presents a wide-ranging literature review of relevant research and reinforces the understanding that the deliberate integration of SEL is a key component in promoting academic success over time.
We are proud that the report cites our research on the ICS preschool program that Dr. Inna Kats Gold and Dr. Daphne Kopelman-Rubin led.
Ward, A. E., Beebe, J. L., Lane, G. M., Steele, L., & Ma, A. (2025). How Social and Emotional Learning Supports Student Literacy, Pre K-Grade 5. Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/how-sel-supports-literacy-pre-k-grade-5