Sec. 6. Social and emotional learning
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Section 200 of the Higher Education Act of 1965 ( 20 U.S.C. 1021 ) is amended— in paragraph (13), by inserting at the end the following: , except that such term includes a requirement that highly qualified teachers have preparation in the understanding, use, and development of social and emotional learning programming ; and by adding at the end the following: The term social and emotional learning means the processes through which students acquire and effectively apply the following set of interrelated competencies:
Self-awareness and self-management skills to achieve academic and life success. Social-awareness and relationship skills to establish and maintain positive relationships. Responsible decisionmaking skills and behavior in personal, school, and community contexts. The term self-awareness means an individual’s ability to accurately recognize— the individual’s own feelings and thoughts; and the influence of such feelings and thoughts on the individual’s behaviors. The term self-management means an individual’s ability to— regulate the individual’s own emotions, cognitions, and behaviors effectively in different situations; and set and work toward personal and academic goals.
The term social awareness means an individual’s ability to— take the perspective of and empathize with individuals from diverse backgrounds and cultures; and recognize family, school, and community resources and supports. The term relationship skill means an individual’s ability to establish and maintain healthy and rewarding relationships with individuals from diverse backgrounds and cultures through communicating clearly, listening actively, cooperating, negotiating conflict constructively, and seeking and offering help when needed.
The term responsible decisionmaking skills and behavior means an individual’s ability to make constructive and respectful choices about personal behavior and social interactions, based on consideration of ethical standards, safety concerns, the realistic evaluation of consequences that stem from actions, and the well-being of self and others. The term social and emotional learning programming refers to instruction, activities, and best practice initiatives that— integrate social and emotional learning with academic achievement; provide systematic instruction whereby social and emotional skills are taught, modeled, practiced, and applied so that students use them as part of their daily behavior; teach students to apply social and emotional skills to prevent specific problem behaviors such as substance use, violence, bullying, and school failure, and to promote positive behaviors in class, school, and community activities; and establish safe and caring learning environments that foster student participation, engagement, and connection to learning and school. .
Section 202 of the Higher Education Act of 1965 ( 20 U.S.C. 1022a ) is amended— in subsection (b)— by striking the period at the end of paragraph (7)(D) and inserting ; and ; and by adding at the end the following: a description of how the eligible partnership will prepare prospective and new teachers and principals, if applicable, to understand, use, and develop social and emotional learning programming. ; in subsection (e)(1)(C)— by striking and at the end of clause (iii); by striking the period at the end of clause
(iv)and inserting ; and ; and by adding at the end the following: preparation in understanding, using, and developing social and emotional learning programming. ; and in subsection (f)(1)(C)— by striking and at the end of clause (ii); by striking the period at the end of clause
(iii)and inserting ; and ; and by adding at the end the following: preparation in understanding, using, and developing social and emotional learning programming. . Section 242(b)(1)(B) of the Higher Education Act of 1965 ( 20 U.S.C. 1033a(b)(1)(B) ) is amended— in clause (i), by striking and at the end; by striking the period at the end of clause
(ii)and inserting ; and ; and by adding at the end the following: promoting the understanding, use, and development of social and emotional learning programming. . Section 251(c)(1)(B) of the Higher Education Act of 1965 ( 20 U.S.C. 1034(c)(1)(B) ) is amended— by striking and at the end of clause (iv); and by adding at the end the following: understanding, using, and developing social and emotional learning programming; and .
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