A resolution expressing support for the designation of the week of March 2 through March 6, 2026, as "National Social and Emotional Learning Week" to recognize the critical role social and emotional learning plays in supporting the academic success and overall well-being of students, educators, and families.

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. Res. 624 Introduced in Senate (IS)]

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119th CONGRESS
  2d Session
S. RES. 624

 Expressing support for the designation of the week of March 2 through 
 March 6, 2026, as ``National Social and Emotional Learning Week'' to 
  recognize the critical role social and emotional learning plays in 
  supporting the academic success and overall well-being of students, 
                        educators, and families.

_______________________________________________________________________

                   IN THE SENATE OF THE UNITED STATES

                             March 2, 2026

   Mr. Durbin (for himself, Mr. Kaine, Mr. Van Hollen, Mr. King, Mr. 
    Blumenthal, Mr. Lujan, Ms. Duckworth, Mr. Booker, and Mr. Kim) 
submitted the following resolution; which was referred to the Committee 
               on Health, Education, Labor, and Pensions

_______________________________________________________________________

                               RESOLUTION

 
 Expressing support for the designation of the week of March 2 through 
 March 6, 2026, as ``National Social and Emotional Learning Week'' to 
  recognize the critical role social and emotional learning plays in 
  supporting the academic success and overall well-being of students, 
                        educators, and families.

Whereas decades of research demonstrate how social and emotional learning 
        (referred to in this preamble as ``SEL'') promotes academic achievement, 
        mental wellness, healthy behaviors, and long-term success;
Whereas, according to a study by researchers at the University of Southern 
        California and Yale University, students participating in an SEL 
        intervention demonstrate, on average, a 4.2 percentile point increase in 
        academic achievement (with a 3.8 percentile point increase in math and 
        6.3 percentile point increase in literacy), with longer interventions 
        showing an 8.4 percentile point increase in academic achievement;
Whereas, according to a longitudinal National Institute of Child Health and 
        Human Development study by researchers at the University of Washington, 
        the University of Minnesota, the University of California San Francisco, 
        the University of Virginia, and Rush University Medical Center, 
        individuals with greater social skills aggregated from kindergarten 
        through sixth grade had lower cardiometabolic risk in adulthood;
Whereas, according to a study by researchers at the Collaborative for Academic, 
        Social, and Emotional Learning, Loyola University Chicago, and the 
        University of Illinois Chicago, SEL programs that addressed the 5 core 
        social and emotional competencies (self-awareness, self-management, 
        social awareness, relationship skills, and responsible decision-making) 
        increased academic performance by 11 percentile points, improved the 
        ability of students to manage stress, and improved the attitudes of 
        students about themselves, others, and school;
Whereas, according to a study by researchers at Yale University, the University 
        of Rochester, the University of Maryland, and Loyola University Chicago, 
        students participating in SEL at school had higher ``school 
        functioning,'' including grades, test scores, attendance, homework 
        completion, and engagement;
Whereas a study in the Journal of Benefit-Cost Analysis found that, on average, 
        for every dollar spent on the evidence-based SEL programs examined, 
        there was an $11 return on investment;
Whereas, according to a study published by the American Public Health 
        Association, the development of social and emotional skills in 
        kindergarten has been associated with improved outcomes for young adults 
        later in life, resulting in reduced societal costs for public 
        assistance, public housing, police involvement, and detention;
Whereas, in response to a Pew Research Center survey of parents of K-12 
        students, 93 percent of the parents said that schools teaching children 
        to develop social and emotional skills was important;
Whereas research from Yale University, the University of Cantabria, Jagiellonian 
        University, and Pennsylvania State University indicates that educators 
        who demonstrate greater social and emotional competence are frequently 
        more capable of protecting themselves from burnout; and
Whereas the week of March 2 through March 6, 2026, would be an appropriate 
        period to designate as ``National Social and Emotional Learning Week'': 
        Now, therefore, be it
    Resolved, That the Senate--
            (1) supports the designation of ``National Social and 
        Emotional Learning Week'';
            (2) recognizes the role that social and emotional learning 
        plays in promoting academic achievement, mental and behavioral 
        health, and future career success for students;
            (3) expresses support for expanding access to social and 
        emotional learning for each student and teacher; and
            (4) encourages the people of the United States to identify 
        opportunities among Federal agencies to advance social and 
        emotional learning to support the academic success and overall 
        well-being of students, parents, educators, and their 
        communities.
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