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Social-emotional skills (SEL) have been in the rise, and people are taking notice.
Photo: Bigstock
PrepaTec, Disney, and universities like Davenport are making its part on teaching SEL skills. However, many schools need to start making an effort if they want to prepare their students for the jobs of the future adequately.
In a survey by RAND Corporation, a total of 60% of teachers and principals answered they were setting SEL growth goals, but the result varies according to whom you ask.
An urban school district, for example, 58% of principals say these objectives exist compared to 37% of non-urban directors. The same happens between teachers (44%) and principals (58%).
The different percentages demonstrate that the school districts and educators effort is not universal.
Because teachers and principals have different answers, a problem can be in not communicating the school’s goal effectively which can be attributed to the lack of assessment resources, necessary to set targets and achieve data.
Even though an effort is being made, setting SEL goals is not enough to successfully prepare students for the future. It is vital to understand students’ strengths, weaknesses and needs a system to evaluate their growth adequately and better communication between teachers, principals, students, and their parents.
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This article from Observatory of the Institute for the Future of Education may be shared under the terms of the license CC BY-NC-SA 4.0 
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Paulette Delgado
Paulette Delgado
Paulette Delgado