Examining the Landscape of Social and Emotional Teaching Guidelines in Childcare Policies

This study conducted a policy content analysis to examine how child care policies across U.S. states, territories, and the District of Columbia align with recommended practices on social emotional teaching. Most policies contained statements that align with recommended practices, except Idaho. However, there exist wide variations in the specificity of guidance across policies. Notably, while the highest percentage of adherence to recommended practice was for punitive discipline, the lowest percentage of adherence was for restraint and seclusion. Findings inform a need for more uniform policies that include specific guidance, or the “how to,” for social emotional teaching for policies that partially met, or did not meet criteria. Further, regulatory guidance should be provided within the broader context of an evidence-based prevention framework to prohibit the use of restraint and seclusion.