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Developing life skills in the classroom has become an important element of teaching and learning as students’ social and emotional needs have increased. The term “social and emotional learning,” or “SEL,” was coined in 1994 by the founders of : The Collaborative for Academic, Social, and Emotional Learning. They set out to help educators focus on students’ social and emotional needs and ultimately developed : self-awareness, self-management, social-awareness, relationship skills, and responsible decision-making. We can help our students develop their social and emotional learning alongside families and the community at large. 

The skills under the SEL umbrella are intended to help students build confidence, take initiative on tasks, collaborate on projects, and appreciate the diversity within their school. When these skills develop, we promote academic learning and positive relationships, preparing students for a fulfilling and successful future. What’s even more exciting is to realize that teachers, families, and communities can partner up to help students practice SEL skills through the arts. Throughout the creative process, students learn to express their emotions, communicate effectively, and problem-solve. These powerful intersections can be supported in the classroom, home, and public spaces where every learner can flourish!

SEL skills have long been a part of education. Instilling positive character traits in students—such as cooperation and respect, as well as a sense of pride in one’s work—transcends academics. Our students deserve to grow in these social and emotional skills alongside their other learning. The classroom is a place where students can learn to persevere through tough projects, collaborate with others who have different backgrounds and perspectives, and develop their own strengths and talents to share with the world.

By addressing social and emotional well-being in schools we can also confront many of the challenges students face, such as anxiety and trauma. Such problems undermine the ability of students to enter the classroom and learn to their full potential. When their needs are not met, we see students shutting down or exhibiting negative behaviors in response to things that seem detached from classroom expectations.

We prepare students for academic success, but that can’t be achieved without first making sure their basic emotional needs are met—and that becomes a shared responsibility for schools, families, and communities. For this, we turn to . Maslow’s psychological theory illustrates the different levels of human needs. Before entering a classroom and performing academically, students first require a foundation of physiological well-being and a sense of safety that comes from the home. Once in a classroom, students have the need to belong and benefit from a feeling of self-worth. When these foundational needs are fulfilled, your students can fully engage in their academics. You play a vital role in creating the supportive and nurturing classroom environment that addresses these needs, which can be achieved through creative social and emotional learning.

The four major art forms—music, visual arts, dance, and theater—have unique ways of engaging individuals and developing many social-emotional skills. While each art form has its own characteristics, elements, and mediums, they all share the ability to promote such skills as self-expression, empathy, collaboration, and resilience, to name a few.

Infusing art forms into our students’ everyday lives creates positive pathways towards self-expression. For example, if we listen to music to help regulate our emotions, we are practicing stress management. Interactions with others in drama-inspired activities develop perspective-taking and empathy, offering a chance to “walk in another’s shoes.” Moving and dancing with one another builds relationships through collaboration. The arts invite us to feel. They allow us a space for self-expression, purpose, understanding, and communication. These qualities make the arts an effective tool for social and emotional learning.

The question then becomes, how? The answer is through integrated, artistic experiences.

Oftentimes schools require teachers to implement an SEL program inside of their classrooms, instructing students through step-by-step lessons, videos, and discussion questions. The problem is that concepts such as empathy, kindness, and self-discipline cannot be taught effectively in these passive ways. Just as with all content learning, students learn best with hands-on experiences. Social and emotional learning is no different.

Imagine the difference between simply reading through a recipe versus getting in the kitchen to actually prepare the meal. When you read about resilience, for example, students lack the benefit from learning through experiences you provide in the classroom. Providing the experiences is the key to teaching these skills.

The arts are the most effective, hands-on way to give students the experiences they need to build social and emotional skills in the classroom. SEAL, , is a method of bringing artistic experiences into the classroom that help students develop and practice these important skills. It is a holistic approach combining embedded, creative strategies that become part of the classroom routine as well as targeted, artistic activities that help students further build social and emotional skills.  

One embedded SEAL strategy is to use music in a purposeful way through . With this, you play carefully curated music and sounds throughout the school day to accompany students’ learning: something calm for instructional time, something that boosts focus for independent work time, and something upbeat for when students can work collaboratively. With Soundtracking, students can learn how to regulate their bodies for an appropriate task.

The importance of social and emotional learning through the arts extends far beyond the confines of the school walls. While schools can integrate artistic experiences to help students develop their social-emotional skills, families and communities play significant roles, too. Through school, family, and community partnerships, our students will undoubtedly have an enriching educational journey.

The family, of course, is where it all starts. Home is where students gain a foundation of care and safety, where they have those foundational needs from Maslow’s hierarchy met. The home is also where our students get their first sparks of creativity. The greater community plays an important role in students’ well-being by offering resources and opportunities for both families and schools. For instance, local libraries provide opportunities for children to come together to listen to a book or watch a puppet show. There are also many inspiring shows given by local performing arts centers where social and emotional themes such as kindness and perseverance are the focus. Guiding students to see theatrical characters take on challenging scenarios creates special opportunities to reflect upon important traits like being courageous or confident.

Social interactions outside of the home build friendships and cultural appreciation. Families, schools, and communities can work together and share resources so students can truly thrive and grow!

Arts integration shouldn’t stop at content learning in the classroom. We can connect the arts to self-awareness through artistic expression and self-management strategies. Students can learn to build quality relationships as they become more socially aware of others, and learn how to make responsible decisions through the creative process. Harnessing the transformative potential of the arts gives us the power to create a nurturing environment where our students flourish academically, , and beyond.

To explore more K-12 arts integrated lessons, visit the Related Resources section at the bottom of this page or Lessons & Activities from the Kennedy Center Digital Resources Library.