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Social-Emotional and Character Development and Academics as a Dual Focus of Educational Policy

Rutgers University, New Brunswick, New Jersey

There is a missing piece to America’s education agenda, and children will continue to be left behind until that piece is addressed. Furthermore, children are not being systematically prepared for their complex roles as citizens in our democracy. A growing body of evidence from research and practice suggests reconceptualizing education as an integration of social-emotional and character development (SECD) and academic learning. This article reviews skills children need for effective social and academic participation, characteristics of schools that effectively integrate these forms of learning, and key reasons to adopt this integration. It concludes with examples of, and suggestions for, bringing SECD to prominence in educational policy making.

Key Words: character development and education • civics • educational policy • educational equity • No Child Left Behind Act • urban schools • learning motivation • implementation • state policies

Educational Policy, Vol. 23, No. 6, 831-846 (2009)
DOI: 10.1177/0895904808330167


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