#442: From Classrooms to Communities: A Systems Framework for Social-Emotional Learning Policy

This paper presents a systems-level framework for Social-Emotional Learning that extends beyond classrooms to encompass families, communities, and policy structures. Drawing on the learning sciences and socio-ecological systems theory, the study argues that conventional SEL initiatives often operate in isolation. Using examples from the United States and Kazakhstan, the paper highlights how differences in alignment shape children’s experiences. It introduces emotional equity to emphasize the need for more coherent and culturally responsive approaches to SEL.