Seasonal or Sustainable: Patterns of Systemic Social and Emotional Learning Implementation In Schools across Two Years

Background: Social and emotional learning (SEL) – the process through which people acquire and apply emotional and relational knowledge and skills – has impressive student outcomes when programs are implemented well. In order to create the conditions for successful SEL implementation statewide, CalHOPE uses the SHIFT theory of action, focusing on four systemic implementation mechanisms (i.e., Levers of Transformation): 1. partnerships (e.g., with local education agencies, parents), 2. supports (e.g., training), 3. capacities (e.g., knowledge), and 4. structures and routines of SEL implementation (e.g., needs assessment). This study assesses educational leader-reported Levers for SEL implementation in California over two school years (2023-2025), following approximately 3.5-4.5 years of implementation. CalHOPE aims to promote sustained systems change in SEL implementation by building SEL sustainable infrastructure for educational leaders.

Methods: School leaders (N = 473; majority female and White/European American or Hispanic/Latinx), representing 52 different counties (out of 58 in California) and 135 school districts, reported on SEL implementation Levers seasonally (e.g., Fall to Spring) across two school years using the Berkeley Assessment of Social Emotional Learning - Leader Voice (BASEL-LV). The BASEL-LV uses a 4-point Likert scale (4: "YES!", 3: "yes", 2: "no", 1: "NO!") and measures each Lever using a separate scale or index, with scores being the mean of items: partnerships (3 items), supports received (17 items), supports provided (11 items), capacities (15 items), structures and routines (18 items). Analyses used general linear models with mixed effects to test for differences in statewide mean-level levers of transformation as a function of school year (dummy coded 2023-24 = 0, 2024-25 = 1), and school season (dummy coded fall = 0, spring = 1). Seasonal effects were specified here as overall change from fall to spring, controlling for school year.

Results: The sustained presence of partnership activities, supports provided by school leaders to school staff, SEL capacities (mindsets, knowledge, skills, efficacy), and the structures and routines of SEL implementation (e.g., data-based decision making) were evident from pre to post measurement. Specific implementation patterns emerged. School leaders reported an overall increase in partnership activities, SEL knowledge, and SEL skills from 2023-24 to 2024-25. Seasonal patterns (e.g., within-year improvements fall-to-spring, followed by summer setback) were evident for supports received from districts and counties, supports provided from school leaders to school staff, SEL knowledge among leaders, and structures and routines for SEL implementation.

Conclusions and Implications: Overall, these findings suggest sustained, statewide progress in building infrastructure for SEL implementation. Partnership activities and SEL knowledge and skills demonstrated an increase across years, showing that practice norms and behaviors grow as school leaders continue to utilize implementation support. School leaders showed progress in transforming SEL implementation systems throughout the school year, but regressed in some of these activities between school years. The presence of seasonal effects suggests that education researchers, practice leaders, and policymakers should be mindful of when, during the school year, measurement-based progress monitoring for systemic SEL takes place.