Articulating Israel’s first developmentally appropriate SEL standards from birth to age 18 years via collaborative action research

This study presents the first attempt in Israel to articulate developmentally appropriate social-emotional learning (SEL) standards through a collaborative process in a major local authority home to a diverse population. Between September 2020 and August 2023, the initiative employed collaborative action research methodology, engaging researchers, local leaders, and educators. The first two years focused on co-developing SEL standards, while the third year centered on synthesizing insight and preparing for follow-up research in additional communities. The present article focuses on the first two years (i.e., September 2020 to August 2022), during which the process integrated CASEL’s SEL framework and the Delphi method to generate broad stakeholder consensus. The resulting framework includes 13 SEL competencies, organized into three core domains: intrapersonal, interpersonal, and responsible decision-making. Each competency is accompanied by a continuum of 2-6 developmental benchmarks (goals) for a series of age groups from birth to age 18. Findings highlight the value of interdisciplinary collaboration and local adaptation. While the standards are grounded in one culturally diverse local authority, further culturally responsive development is required to tailor the standards to various groups in Israel, including Arab society. The study emphasizes the importance of participatory approaches and the need for future research on implementation, assessment, and the inclusion of voices such as students and parents. The proposed framework offers a foundational model for advancing SEL in diverse educational systems worldwide.