A Pan-Canadian Analysis of Social-Emotional Learning Curriculum Outcomes in Elementary Grades

Research over the past few decades has demonstrated the efficacy of well-defined Social-Emotional Learning (SEL) programs when implemented with fidelity. Such programs have improved students' social skills, mental health and academic achievement. However, there has been no description or synthesis of current inclusion of SEL-related outcomes in Canadian public school curricula. While SEL has been shown to be effective when implemented with fidelity, the current inclusion of SEL in Canadian curricula may be too scattered and fragmented to lead to consistent implementation or the positive outcomes associated with SEL reported in literature. The purpose of this study was to identify the SEL-related specific learning outcomes currently included in Canadian primary to grade 6 curricula. The descriptive and deductive analysis provided insights into the current state of SEL inclusion in Canadian curricula. Results indicated that despite significant variation in each province and territory’s approach to curricula, emphasis was placed on teaching students social skills such as prosocial behavior, conflict resolution, and social cues. All provinces placed the least amount of emphasis on teaching or enforcing attitudes such as optimism, enthusiasm, openness, and gratitude. Considerations for ongoing Canadian research and psychology-informed curriculum development are discussed.