113 HR 1875 IH: Academic, Social, and Emotional Learning Act of 2013
U.S. House of Representatives
2013-05-08
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EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.
1.This Act may be cited as the
Academic, Social, and Emotional
Learning Act of 2013
.
2.The Congress makes the following
findings:
(1)To succeed in
school, students need to be engaged. They need to know how to maintain focus
and effort in the face of setbacks, work effectively with others, and be good
communicators and problem-solvers.
(2)Social and
emotional skills form a foundation for young people’s success not just in
school, but as healthy and caring adults, productive workers, and engaged
citizens.
(3)Not only can these
skills be taught, they can be taught by regular classroom teachers in schools
of every type to students of every background.
(4)Academic outcomes resulting from social and
emotional learning include greater motivation to learn and commitment to
school, increased time devoted to schoolwork and mastery of subject matter,
improved attendance, graduation rates, grades, and test scores.
(5)These positive outcomes increase in
students who are involved in social and emotional learning programming by an
average of 11 percentile points over students who are not involved in such
programming.
(6)Social and
emotional learning programming also results in reduced problem behavior,
improved health outcomes, a lower rate of violent delinquency, and a lower rate
of heavy alcohol use.
3.Amendments to the
Elementary and Secondary Education Act
(a)Teacher and
principal training and recruiting fundPart A of title II of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6601 et seq.) is
amended—
(1)in section
2113(c)(2)—
(A)by striking
and
at the end of subparagraph (A);
(B)by striking the
period at the end of subparagraph (B) and inserting ; and
;
and
(C)by adding at the
end the following:
(C)train teachers and
principals in practices that have demonstrated effectiveness in improving
student achievement, attainment, and behavior through addressing the social and
emotional development needs of students, such as through social and emotional
learning programming.
;
and
(2)in section
2123(a)(3)(B)(iii)—
(A)by striking
and
at the end of (I);
(B)by redesignating
subclause (II) as subclause (III); and
(C)by inserting after
subclause (I) the following:
(II)addressing the social and emotional
development needs of students to improve student achievement and attainment,
such as through social and emotional learning programming;
and
.
(b)Section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801) is amended by adding at the
end the following:
(44)Social and
emotional learningThe term
social and emotional learning means the process through which
children and adults acquire the knowledge, attitudes, and skills associated
with the core areas of social and emotional competency, including—
(A)self-awareness and
self-management to achieve school and life success, such as identifying and
recognizing strengths, needs, emotions, values and self-efficacy, impulse
control and stress management, self-motivation and discipline, and goal setting
and organizational skills;
(B)social awareness
and interpersonal skills to establish and maintain positive relationships, such
as perspective taking and respect for others, communication, working
cooperatively, negotiation, conflict management, and help seeking; and
(C)decisionmaking
skills and responsible behaviors in personal, academic and community contexts,
such as situational analysis, problem solving, reflection and personal, and
social and ethical responsibility.
(45)Social and
Emotional Learning ProgrammingThe term social and emotional
learning programming refers to classroom instruction and schoolwide
activities and initiatives that—
(A)integrate social
and emotional learning into school curriculum;
(B)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;
(C)teach children 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
(D)establish safe and
caring learning environments that foster student participation, engagement, and
connection to learning and
school.
.