The Missouri Department of Elementary and Secondary Education (DESE) “is seeking input on newly proposed K-12 Learning Standards” for Social-Emotional Learning (SEL). To those in the education field, SEL is a common phrase. It is closely related to character education or helping students develop personal strengths. Of course, there are concerns on the political right about SEL because some use the term to describe questionable practices, such as sex positivity.

You can take a look at DESE’s proposed standards yourself. For the most part, they seem to be fairly straightforward standards that many could get behind. For example, the standards say students should learn “Processing and managing one’s own thoughts and behaviors to regulate emotions in a healthy manner.” Here’s another: students are to show “Respect, kindness, and civility while treating others with dignity.”

DESE breaks the standards into three categories: “Me,” “We,” and “Others.” “Me” is about developing a healthy sense of self. “We” is about building healthy relationships. “Others” is about treating others well. If you click on the link to provide feedback, you will be asked, “What comments do you have on the ‘Me’ section of the proposed standards?” You’ll have the same opportunity to reply on the “We” and “Others” standards.

DESE is asking for reactions and suggestions to its proposed standards. But this is not the question it should be asking.

The key question anyone should ask is this: What gives DESE the authority to set SEL standards?

The May 2023 Missouri State Board of Education Agenda lists Section 161.1050 of the revised statutes of Missouri as justification for implementing SEL standards. Curiously, I cannot find a single thing in this section that would even remotely give this authority to DESE. You can read the statutes for yourself. I’ve copied them below.

The statute DESE claims gives it authority pertains to the “Trauma-informed schools initiative.” Nowhere in the statute does it say anything about SEL, nor does it mention the adoption of standards of any kind.

The statute says DESE should “provide information regarding the trauma-informed approach to all schools.” It is a big leap from providing information about trauma-informed education to setting SEL standards.

Without the proper statutory authority, it doesn’t really matter what comments anyone has on the “Me,” “We,” and “Others” standards. It does not matter because based on the authority cited DESE should not be writing the standards in the first place.

 

Missouri Revised Statutes

 161.1050.  Initiative established, department duties — definitions. — 1.  There is hereby established within the department of elementary and secondary education the “Trauma-Informed Schools Initiative”.

2.  The department of elementary and secondary education shall consult the department of mental health and the department of social services for assistance in fulfilling the requirements of this section.

3.  The department of elementary and secondary education shall:

(1)  Provide information regarding the trauma-informed approach to all school districts;

(2)  Offer training on the trauma-informed approach to all school districts, which shall include information on how schools can become trauma-informed schools; and

(3)  Develop a website about the trauma-informed schools initiative that includes information for schools and parents regarding the trauma-informed approach and a guide for schools on how to become trauma-informed schools.

4.  Each school district shall provide the address of the website described under subdivision (3) of subsection 3 of this section to all parents of the students in its district before October first of each school year.

5.  For purposes of this section, the following terms mean:

(1)  “Trauma-informed approach”, an approach that involves understanding and responding to the symptoms of chronic interpersonal trauma and traumatic stress across the lifespan;

(2)  “Trauma-informed school”, a school that:

(a)  Realizes the widespread impact of trauma and understands potential paths for recovery;

(b)  Recognizes the signs and symptoms of trauma in students, teachers, and staff;

(c)  Responds by fully integrating knowledge about trauma into its policies, procedures, and practices; and

(d)  Seeks to actively resist retraumatization.