119-sres107

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. Res. 107 Introduced in Senate

    (IS) ]

<DOC>

119th CONGRESS
 1st Session
S. RES. 107

 Expressing support for the designation of the week of March 3 through 
 March 7, 2025, as ``National Social and Emotional Learning Week'' to 
 recognize the critical role social and emotional learning plays in 
 supporting the academic success and overall well-being of students, 
 educators, and families.

_______________________________________________________________________

 IN THE SENATE OF THE UNITED STATES

 March 5, 2025

 Mr. Durbin (for himself, Mr. Blumenthal, Ms. Duckworth, Mr. Sanders, 
 Mr. King, Mr. Booker, Mr. Van Hollen, and Mr. Kaine) submitted the 
 following resolution; which was referred to the Committee on Health, 
 Education, Labor, and Pensions

_______________________________________________________________________

 RESOLUTION

 Expressing support for the designation of the week of March 3 through 
 March 7, 2025, as ``National Social and Emotional Learning Week'' to 
 recognize the critical role social and emotional learning plays in 
 supporting the academic success and overall well-being of students, 
 educators, and families.

Whereas decades of research demonstrate how social and emotional learning 
 (referred to in this preamble as ``SEL'') promotes academic achievement, 
 mental wellness, healthy behaviors, and long-term success;
Whereas, according to a study by researchers at the Collaborative for Academic, 
 Social, and Emotional Learning, Loyola University of Chicago, and the 
 University of Illinois at Chicago, SEL programs that addressed the 5 
 core social and emotional competencies (self-awareness, self-management, 
 social awareness, relationship skills, and responsible decisionmaking) 
 increased academic performance by 11 percentile points, improved the 
 ability of students to manage stress, and improved the attitudes of 
 students about themselves, others, and school;
Whereas, according to a study by researchers at Yale University, the University 
 of Rochester, the University of Maryland, and Loyola University of 
 Chicago, students participating in SEL at school had higher ``school 
 functioning'', including grades, test scores, attendance, homework 
 completion, and engagement;
Whereas, according to research conducted by both the Centers for Disease Control 
 and Prevention and Harvard University, the COVID-19 pandemic heightened 
 the urgency of providing greater assistance to students, educators, and 
 families to address the mental health, behavioral, and other systemic 
 challenges that impede the academic and developmental improvement and 
 success of students;
Whereas a study in the Journal of Benefit-Cost Analysis found that, on average, 
 for every dollar spent on the evidence-based SEL programs examined, 
 there was an $11 return on investment;
Whereas, according to a study published by the American Public Health 
 Association, the development of social and emotional skills in 
 kindergarten has been associated with improved outcomes for young adults 
 later in life, resulting in reduced societal costs for public 
 assistance, public housing, police involvement, and detention;
Whereas, in response to a Pew Research Center survey of parents of K-12 
 students, 93 percent of the parents said that schools teaching children 
 to develop social and emotional skills was important;
Whereas research from Yale University, the University of Cantabria, Jagiellonian 
 University, and Pennsylvania State University indicates that educators 
 who demonstrate greater social and emotional competence are frequently 
 more capable of protecting themselves from burnout; and
Whereas the week of March 3 through March 7, 2025, would be an appropriate 
 period to designate as ``National Social and Emotional Learning Week'': 
 Now, therefore, be it
 Resolved, That the Senate--

    (1) supports the designation of ``National Social and 
 Emotional Learning Week'';

    (2) recognizes the role that social and emotional learning 
 plays in promoting academic achievement, mental and behavioral 
 health, and future career success for students;

    (3) expresses support for expanding access to social and 
 emotional learning for each student and teacher; and

    (4) encourages the people of the United States to identify 
 opportunities among Federal agencies to advance social and 
 emotional learning to support the academic success and overall 
 well-being of students, parents, educators, and their 
 communities.
 <all>