School districts continue to implement Social and Emotional Learning (SEL) programs to improve student achievement, well-being and future readiness. Programs such as Leader In Me, RULER, Positive Action, and Choose Love Movement, among others, are popular programs.
The Lebanon Township School District (LTSD) in Hunterdon County, New Jersey, and its implementation of the Choose Love Movement SEL program serves as a case study for effective SEL implementation. This K-8 district of approximately 550 students is fostering a culture in which SEL practices help students thrive, while supporting educators through extensive professional development.
Challenges in implementing SEL
Many districts face challenges when implementing SEL programs. According to the National Center for Education Statistics, 72% of public schools with formal SEL curricula reported time limitations as a barrier, and 37% of those without an SEL curriculum noted lack of funding as a hurdle.
Lebanon Township School District administrator Dr. Harold Abraham says that limited time during the school day; various levels of buy-in from stakeholders such as parents, staff and students; limited resources and funding; and difficulty measuring the impact of SEL on student outcomes are all challenges he and his staff are navigating.
When it comes to finances, “We are extremely fiscally prudent,” says Abraham, who explains that his district has been able to secure grant funding for SEL initiatives as a way to avoid affecting its standard budget. LTSD often partners with organizations, Fortune 500 companies, and universities to fund programs that benefit its students and schools.
Choosing the right program
Selecting the right SEL program for a district involves a considerable number of factors, such as the specific needs and demographics of the student body, weighing the evidence of different programs, and an alignment with district goals and values. LTSD implemented the Choose Love Movement because it aligned with district values and produced positive feedback from staff, parents and students. “A district focus on a whole-school approach, where all stakeholders, including administration, and families are engaged in SEL, is essential for the success of the program,” according to Abraham.
Lebanon Township students visit with Nike, a specially trained Labrador retriever who is part of the district's Dog Tales therapy dog program.
Professional development and integration
In Lebanon Township, Abraham says that ongoing professional development is vital to the success of the program. “PD equips teachers with the necessary skills and knowledge to implement SEL strategies, fostering a supportive and emotionally healthy classroom environment, and it ensures teachers remain updated on best practices and can adapt to the evolving needs of students,” he says.
The district's PD sessions are interactive and engaging, including role-playing activities and schoolwide roundtables. The district has also implemented coaching and mentoring from experienced practitioners. Abraham explains, “We actively foster a collaborative environment where teachers can share their experiences and concerns. SEL resources and materials are widely available, and our district encourages a schoolwide culture that prioritizes and values SEL.”
LTSD administrators are responsible for advocating for the importance of SEL, ensuring that the necessary resources are in place, and creating comprehensive PD plans for educators. “School administrators play a key role in ensuring that SEL strategies are consistent across all subject areas, encouraging a schoolwide commitment to SEL, and providing opportunities for educators to attend external SEL workshops and conferences,” Abraham says.
Measuring success
LTSD is in early stages of gathering data to measure the success of its SEL efforts. However, Abraham says the district has received positive feedback from teachers, students, and families. Soon, it will begin to measure SEL program outcomes through key indicators such as student attendance, suspension rates, and academic performance.
Abraham says that the district has already noticed an increase in student attendance on days during which kindness recognition events or SEL programs such as Dog Tales are scheduled, while teachers are anecdotally reporting increased engagement, improved classroom behavior and greater emotional regulation among students.
This feedback is both significant and consistent with national trends. Based on a 2024 survey from the National Center for Education Statistics, 72% of public schools with formal SEL curricula report that these programs have been at least ‘moderately’ effective at improving student outcomes.
Recommendations for other districts
For school administrators and educators looking to implement or improve their SEL programs, Lebanon Township’s experience provides the following key takeaways:
- Make SEL a priority by integrating it into the school curriculum.
- Involve key stakeholders in the selection of SEL programs.
- Ensure PD is a continuous process and not just limited to initial, isolated training sessions.
- Maintain a collaborative approach so teachers can exchange ideas and strategies as well as get support.
- Regularly review SEL initiatives and obtain feedback from all stakeholders.
For more information on LTSD’s Dog Tales program watch this report from pix11 news.
