Social Emotional Learning (SEL) is a relatively new term for most people, so it’s understandable that few are speaking out against this program. And while I’ve known for a long time that SEL is dangerous, I never sat down to dig into its underlying concepts until recently. It turns out that ignorance truly is bliss, because I was much more blissful before realizing the magnitude of SEL and the tentacles it sends into our children’s precious minds.

Researching SEL generally only turns up rave reviews and studies talking about how this program will solve the world’s problems. Many websites explain SEL as a method in which children learn to develop skills to self-regulate their emotions, develop healthy identities, build positive relationships, and make responsible decisions. Additionally, SEL programs always claim to be “evidence based,” creating “lifelong learners.”

Such headlines and websites make it hard to argue that SEL is a bad program for children. But peeping behind the curtain reveals that SEL is nothing more than unlicensed therapy shoved down your child’s throat on a daily basis in public school.

There are several organizations that push SEL, but Collaborative for Academic, Social, and Emotional Learning (CASEL) is the front runner. Their website boasts that they have “been a leader of the SEL movement since first introducing the term over two decades ago.”

In the CASEL program, there are five standard competencies that students are measured against: (1) self-management, (2) responsible decision making, (3) relationship skills, (4) social awareness, and (5) self-awareness. All seamless topics, until you realize these are all about regulating emotions, which is 100% therapy.

Aside from being unlicensed therapy, SEL is a continuously improved program that aids schools in ensuring “equitable and optimal outcomes.” But in order for the program to be continuously improved upon, data is required — lots and lots of school and student data.

How do schools obtain this data? The answer is simple yet terrifying: surveys.

Some surveys require parental input, but most do not. I decided to spend time scrolling through my son’s school issued Chromebook and I quickly found a plethora of surveys on an app called “Quizizz.” After reviewing several of the surveys, it’s easy to see all these surveys are geared toward emotions – nothing to do with actual educational competencies such as reading or math.

All screenshots credits: Quizizz.com

In addition to surveys focused on children’s emotional states, other surveys focus on school environment. Below is an example of a school survey I found from CASEL in which students are asked a series of questions about how they feel about their classroom and school.

Credit: Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/

Credit: CASEL.org

Credit: Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/

Credit: CASEL.org

The questions themselves aren’t overly concerning – at least they aren’t asking kids if they are gender confused – but they are concerning in that they create doubt in a child’s mind. As Abigail Shrier points out in her book, “Bad Therapy,” people are not overly happy beings. If we are constantly thinking about our emotional state, it eventually leads us to realize that we are unhappy, which leads to more serious mental health issues.

With that in mind, imagine how a child would feel after completing this survey, realizing they responded “disagree” on questions that their friends agreed with. The potential damage from a simple survey could have serious impacts on young children – all while the parent is clueless the survey is even happening. How can parents help a child understand their poor feelings after completing the survey if parents aren’t even aware of the survey in the first place?

SEL advocates claim these programs have positive and long-lasting impacts on the student’s and school’s success. They suggest that SEL improves academics, reduces negative social behaviors such as bullying, and creates positive school environments. But one of the major issues with this logic is that life will not always be a “positive climate,” so why are we fixated on children growing up in an environment they will never experience in real life?

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At its core, SEL is nothing more than social engineering and group think – make kids believe they must take control of their natural emotional reactions and project a calm, “approved” behavior to not hurt another person’s feelings. This is what I call “forced tolerance and acceptance training.” I remind my son daily that “tolerance is not a Commandment” therefore we are not called by God to tolerate beliefs and behaviors that we believe to be anti-Christian.

What happens when these SEL competencies conflict with the values of parents and religious teachings? What happens when children suddenly realize they have internal conflict between SEL teachings and those of their parents or church? How do kids resolve those feelings?

The reality is that our kids will grow up and realize the world doesn’t care about a “positive climate.” Real life is tough and it doesn’t stop because your feelings get hurt. Sadly, SEL is making our children emotionally weak, meaning they will likely crack at the slightest sign of conflict. This is exactly what Abigail Shrier documented in her book “Bad Therapy.” Children are less socially engaged than children 10+ years ago due to fear of failing.

I personally believe SEL results in major confusion for children, which ultimately is feeding the increased mental health issues we’re seeing in children. Mental health programs were not an option when I grew up. We had actively engaged parents, less violence in schools and higher graduation rates.

Maybe instead of taking billions of dollars from the federal government for these so-called mental health programs, the Department of Education should start restricting SEL in our schools. SEL is not the answer to what is plaguing our children – more parental participation and less government involvement is the answer.

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Emily Jones is a native of North Alabama and leads the Madison County Chapter of Moms for Liberty. She also hosts a podcast titled The Controversial Mom on YouTube.

The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

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Why ‘Social Emotional Learning’ Is Nothing More Than Unlicensed Therapy