Abstract: Michigan Statewide Assessment of Social Emotional Learning Implementation Supports (Society for Social Work and Research 31st Annual Conference)

Schedule:

Friday, January 22, 2027

Union Station 1 & 2 (Hilton San Francisco Union Square)

* noted as presenting author

Todd Herrenkohl, PhD, Professor, University of Michigan-Ann Arbor, MI

Gina McGovern, Associate Professor, Central Michigan University, MI

Lauren Kazee, Executive Director, MiSELA, MI

Corrine Hays, MSW Student, University of Michigan-Ann Arbor, MI

Avery Northrop, MSW Student, University of Michigan-Ann Arbor, MI

Erika Hansen, Research Partnership Coordinator, University of California, Berkeley, CA

Megan Mitchell, Research Partnership Director, University of California, Berkeley, CA

Valerie Shapiro, PhD, Associate Professor, University of California, Berkeley, Berkeley, CA

Background: Social and emotional learning (SEL) programs have been shown to prevent problems and promote well-being among young people – when they are implemented well. High-quality implementation requires a systemic and equity-oriented approach. To advance this work in the state of Michigan, the Michigan Social Emotional Learning Alliance (MiSELA), in partnership with the Michigan Department of Education (MDE) and SHIFT Research Group at UC Berkeley, conducted a needs assessment to understand SEL leaders’ perceptions of the current state of SEL implementation and priority areas for systemic investment.

Methods: Survey participants included 216 educational leaders from 100% (10 of 10) of Michigan Association of Superintendents & Administrators (MASA) regions and 79% (44 out of 56) of ISDs, surveyed from November 2025 to January 2026. Most respondents worked primarily at the school site level (53%), followed by the ISD (26%) and the district (21%) level.

Results: Findings highlight the enthusiasm of education-sector leaders and strategic opportunities to build SEL infrastructure statewide. Most respondents expressed eagerness to receive coordinated supports (85%) and professional learning programs, such as a statewide learning community (79%) or MiSELA-sponsored programming (80%). Findings also revealed a foundation of initial Partnerships and Capacities (e.g., attitudes, knowledge, skills, confidence) underlying some existing structures and routines of SEL implementation (e.g., SEL leadership teams, shared visions, SEL plans and goals).

Conclusions and Implications: Results underscore the need for technical assistance and supports throughout the state and a desire for collaborative efforts to improve the implementation and sustainability of SEL programs in schools in Michigan. Social workers are positioned well to advance SEL work by partnering with schools and educational organizations and bringing expertise in related areas of trauma and mental health.