California does not have standalone SEL standards in the way it has English Language Arts or mathematics standards. It has something arguably more consequential: a comprehensive framework that weaves social-emotional learning into the state's funding formula, accountability system, health education standards, teacher credentialing requirements, and school improvement processes. The result is that while no single law says “you must teach SEL,” the structures surrounding California public education make it nearly impossible to meet state expectations without doing so.
Understanding what California actually expects requires looking at multiple intersecting frameworks. This guide explains each one, how they connect to elementary instruction, and what California schools need to do to align with state expectations.
California's SEL Framework: Guiding Principles and Transformative SEL
The Guiding Principles (2018)
In February 2018, the California Department of Education (CDE) released the Social and Emotional Learning Guiding Principles, a set of five principles designed to promote intentional, evidence-based SEL practices across the state.[1]
Adopt Whole Child Development as the Goal of Education
Take a systems approach to promoting student academic, social, and emotional learning, physical wellbeing, and college, career, and civic life readiness. The CDE explicitly states that SEL is “not a ‘nice to have,’ but a ‘must have’ to ensure student success.”[1]
Commit to Equity
Center equity in SEL implementation by examining how identity, power, culture, and context shape social-emotional development and ensuring that SEL practices do not perpetuate existing inequities.
Build Capacity
Invest in professional development, leadership, and infrastructure to sustain SEL implementation across the education system.
Partner With Families and Communities
Engage families and community members as partners in supporting students' social-emotional development, not as passive recipients of school decisions.
Learn and Improve
Use data and continuous improvement processes to refine SEL implementation over time.
These principles are voluntary guidance, not legislative mandates. However, they inform every subsequent SEL-related policy, framework, and accountability measure the state has produced.
Transformative SEL (T-SEL)
In 2020, State Superintendent Tony Thurmond, First Partner Jennifer Siebel Newsom, and State Board of Education President Linda Darling-Hammond launched the Advance SEL in California Campaign, which engaged diverse stakeholders across the state to develop California's Transformative SEL framework.[2]
California's T-SEL framework builds on the five CASEL competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) but adds an explicit equity lens. Standard SEL asks students to develop self-awareness and empathy. Transformative SEL asks students to also examine how identity, belonging, and social context shape their social-emotional experiences and the experiences of others.[2]
The CDE has published T-SEL Conditions for Thriving guidance at every level of the education system: classroom and expanded learning leaders, school leaders, district leaders, and county education leaders.[2] This multi-level approach reflects California's position that SEL is not just a classroom practice but a systemic responsibility.
For elementary schools, California expects SEL instruction to:
- Address all five CASEL competencies
- Be culturally responsive and reflect the diversity of California's student population
- Be embedded in daily instruction rather than treated as a standalone program
- Be supported by school and district leadership, not just delegated to individual teachers or counselors
How SEL Connects to LCAP and Accountability
The LCFF and State Priorities
This is where California's SEL expectations gain teeth. The Local Control Funding Formula (LCFF), adopted in 2013, shifted California's school funding model to give districts more flexibility over how they spend state funds while holding them accountable for progress on eight state priorities.[3]
Three of these priorities directly connect to SEL:
Priority 4: Student Achievement
The research consistently shows that SEL instruction improves academic achievement. The Durlak meta-analysis found an 11-percentile-point gain for students who participated in SEL programs.[4] Districts that document SEL as a strategy for improving student achievement are addressing Priority 4.
Priority 5: Student Engagement
Chronic absenteeism and dropout rates are key indicators under this priority. Students who feel emotionally connected to school, who have positive relationships with teachers and peers, and who feel safe are more likely to attend consistently. These are direct outcomes of effective SEL curriculum.[5]
Priority 6: School Climate
This is the most explicit SEL connection. California requires districts to report on school climate, including student and parent perceptions of safety, connectedness, and engagement. The California School Dashboard uses climate survey data as a public accountability metric. The largest meta-analysis of SEL programs found that school climate and safety was the domain with the strongest improvement from SEL instruction.[5]
The LCAP Connection
Every California district must produce a Local Control and Accountability Plan (LCAP) that describes how it will address the state's eight priorities. Districts are required to describe their goals, the actions they will take to meet them, and how they will measure progress.[3]
LCAP + School Climate
If your LCAP includes goals related to school climate (Priority 6), student engagement (Priority 5), or student achievement through whole-child strategies (Priority 4), SEL instruction should be documented as a specific action within the plan.
Supplemental Funds
If your district receives supplemental and concentration grant funds for unduplicated student populations (low-income, English learners, foster youth), SEL is a legitimate and evidence-based use of those funds.
Dashboard Trends
If your Dashboard data shows concerning trends in chronic absenteeism, suspension rates, or school climate survey results, SEL instruction is a documented strategy for improving those indicators.
The California School Dashboard
The Dashboard publicly reports school and district performance on multiple indicators, including suspension rates, chronic absenteeism, and school climate survey results. Schools with high suspension rates or poor climate survey data face increased scrutiny and may be identified for additional support.[3]
SEL instruction directly addresses the conditions that produce suspensions (poor emotional regulation, underdeveloped conflict resolution skills, weak self-management) and poor climate survey results (students who do not feel safe, connected, or supported). Documenting SEL as a strategy in your LCAP and demonstrating its connection to Dashboard indicators strengthens your accountability narrative.
Additional State Frameworks That Include SEL
Health Education Framework (2019)
California's Health Education Framework explicitly includes social-emotional content. The framework identifies “Mental, Emotional, and Social Health” as one of its content areas and includes expectations for instruction in emotional regulation, communication skills, decision-making, and relationship skills—all of which align with CASEL competencies.[6]
For elementary schools, this means that SEL instruction delivered through or alongside health education satisfies both SEL and health education expectations simultaneously.
SB 224: Mental Health Instruction (2021)
Senate Bill 224 mandates mental health instruction in middle and high school health education courses. While this does not directly apply to elementary schools, it signals California's legislative direction: social-emotional and mental health content is increasingly being codified in law, not just in guidance documents. Elementary schools that build SEL foundations now are preparing students for the mental health instruction they will encounter in middle school.[7]
Multi-Tiered System of Supports (MTSS)
California's MTSS framework explicitly includes social-emotional and behavioral supports as a core component. Schools implementing MTSS are expected to provide Tier 1 universal SEL instruction for all students, with additional support at Tiers 2 and 3 for students who need it.[8]
For elementary schools using MTSS, a CASEL-aligned SEL curriculum functions as the Tier 1 social-emotional instructional layer.
Revised Standards for the Teaching Profession (2025-26)
California's Commission on Teacher Credentialing approved revised Standards for the Teaching Profession taking effect in the 2025-26 school year. The updated standards emphasize social-emotional learning alongside culturally responsive teaching and enhanced family engagement.[9] This means that California teachers are now professionally expected to address social-emotional development as part of their practice, and teacher preparation programs must include SEL competencies.
Community Schools
California has invested significantly in the community schools model, which explicitly includes social-emotional development as one of its four pillars (alongside integrated student supports, expanded learning, family and community engagement, and collaborative leadership). Schools participating in the California Community Schools Partnership Program are expected to address SEL systematically.[10]
How to Align Your SEL Instruction With California's Framework
Step 1: Map to the Five CASEL Competencies
California's T-SEL framework builds on the five CASEL competencies. Any CASEL-aligned curriculum maps to California's expectations. Document this alignment:
| CASEL Competency | T-SEL Addition | Curriculum Coverage |
|---|---|---|
| Self-Awareness | Identity and belonging | Emotional vocabulary, strengths identification, growth mindset |
| Self-Management | Agency | Calming strategies, goal setting, perseverance, self-control |
| Social Awareness | Belonging and community | Empathy, perspective-taking, appreciating diversity |
| Relationship Skills | Collaborative problem-solving | Communication, conflict resolution, teamwork, kindness |
| Responsible Decision-Making | Advocacy and engagement | Problem-solving, ethical reasoning, digital citizenship |
Step 2: Connect to Your LCAP
Identify which LCAP goals your SEL instruction supports. Common connections:
School Climate Goal (Priority 6)
“We will implement weekly SEL instruction covering all five CASEL competencies to improve student perceptions of safety, connectedness, and engagement as measured by the California Healthy Kids Survey.”
Student Engagement Goal (Priority 5)
“We will reduce chronic absenteeism by building a positive school climate through structured SEL curriculum and relationship-building practices.”
Student Achievement Goal (Priority 4)
“We will support academic achievement through whole-child instruction that includes weekly SEL lessons addressing self-management, responsible decision-making, and growth mindset.”
Step 3: Document for the California School Dashboard
Track the indicators that the Dashboard measures and that SEL instruction can influence:
- Suspension rates (SEL builds emotional regulation and conflict resolution skills that reduce disciplinary incidents)
- Chronic absenteeism (students who feel connected and safe attend more consistently)
- School climate survey results (students who receive SEL instruction report feeling safer and more connected)
Step 4: Ensure Cultural Responsiveness
California's T-SEL framework explicitly requires culturally responsive implementation. For elementary schools, this means:
- Choosing curriculum that includes diverse characters, scenarios, and cultural perspectives
- Providing bilingual access for English learners, particularly in English and Spanish given California's demographics
- Using discussion prompts and scenarios that reflect the lived experiences of your students
- Ensuring that SEL instruction does not impose a single cultural standard for emotional expression, communication styles, or relationship norms
Step 5: Align With MTSS
Position your SEL curriculum within your school's MTSS framework:
Tier 1: Universal
SEL instruction for all students, delivered weekly by classroom teachers. CASEL-aligned curriculum with a full-year scope and sequence.
Tier 2: Targeted
Small-group instruction for students who need additional support. Focused practice in specific competencies (self-regulation groups, social skills groups, conflict resolution practice).
Tier 3: Individualized
Intervention for students with significant social-emotional needs. IEP-aligned SEL support delivered by specialists.
What California Educators Should Know About the Political Landscape
SEL has faced political scrutiny in some states. California has been notably proactive in its SEL positioning, with support from the State Superintendent, the State Board of Education, and the Commission on Teacher Credentialing. The state frames SEL as a whole-child education approach grounded in developmental science, and the T-SEL framework's explicit equity focus reflects California's broader educational priorities.[2]
Parent communication remains essential.
Even in a state with strong institutional support for SEL, individual parents may have questions or concerns. Transparent communication using concrete language (“We teach students to manage frustration, resolve conflicts, and make responsible decisions”) is more effective than jargon (“We implement T-SEL competencies across domains”). Share your scope and sequence and invite parents to review materials.
The LCAP creates accountability.
Because SEL connects to LCAP goals and Dashboard indicators, California schools have a stronger accountability mechanism for SEL implementation than many other states. This means that SEL instruction that is documented, measured, and connected to state priorities carries more institutional weight.
Bilingual access is not optional.
California serves the largest English learner population in the country. SEL curriculum that provides bilingual access is not an enhancement. It is an equity requirement under the state's T-SEL framework.
Choosing a Curriculum That Aligns With California's Framework
When selecting SEL curriculum for your California school, verify that the program:
Covers all five CASEL competencies. California's T-SEL framework builds directly on CASEL. Full competency coverage is the baseline.
Provides grade-band differentiation. California's developmental expectations differ across K-2 and 3-5. Your curriculum should too.
Offers a full-year scope and sequence. California's framework implies sustained, systematic instruction. Monthly themes or short units do not meet this expectation.
Supports bilingual learners. English and Spanish access at minimum. Given California's demographics, bilingual curriculum is an equity necessity.
Includes culturally responsive content. Diverse characters, culturally varied scenarios, and instructional approaches that honor different cultural norms for emotional expression and social interaction.
Connects to school safety. California's school climate priorities include physical and emotional safety. Curriculum that bridges SEL and safety instruction addresses both Dashboard indicators and T-SEL principles.
Generates documentable data. LCAP narratives and Dashboard reporting require evidence. Your curriculum should produce observable outcomes you can track: behavioral indicators, climate survey improvements, suspension rate changes, student self-assessments.
Requires minimal prep. California teachers already carry significant compliance, documentation, and instructional demands. Programs that require extensive preparation will not survive the realities of a California elementary schedule.
What to Avoid
Treating the Guiding Principles as Optional
While technically voluntary, the Guiding Principles inform the LCAP framework, the Dashboard indicators, the Health Education Framework, the MTSS expectations, and the revised teaching standards. A school that ignores SEL is not violating a specific law. It is misaligned with nearly every framework the state uses to evaluate school performance.
Selecting Curriculum Without Checking T-SEL Alignment
Not every program marketed as “SEL” aligns with California's Transformative SEL framework. Programs that focus exclusively on individual skill-building without addressing equity, belonging, and cultural responsiveness may meet CASEL standards but fall short of California's expanded expectations.
Implementing Without Connecting to LCAP
If your school teaches SEL but does not document it in the LCAP, you lose the accountability benefit and the funding justification. Connect your SEL instruction to specific LCAP goals, actions, and expenditures.
Ignoring the Dashboard Data
California publicly reports school climate, suspension, and absenteeism data. Schools that implement SEL but do not track whether it improves these indicators are missing the accountability connection that makes SEL defensible in budget and planning conversations.
Final Thoughts
California has built the most comprehensive state-level SEL infrastructure in the country. The Guiding Principles provide the vision. The T-SEL framework provides the equity lens. The LCFF and LCAP provide the accountability structure. The Dashboard provides the measurement. The Health Education Framework, MTSS, and teaching standards provide additional alignment points. And the community schools initiative provides the funding and support model.
For California elementary schools, the path is clear: choose a CASEL-aligned curriculum that addresses all five competencies with culturally responsive, grade-appropriate content, deliver it consistently through weekly lessons across the full school year, connect it to your LCAP goals and Dashboard indicators, and document the alignment and outcomes.
The framework is in place. The expectations are clear. The question is no longer whether California schools should teach SEL. It is whether they are doing it well enough to meet the standards the state has set.
References
- [1]
California Department of Education. (2018). California social and emotional learning guiding principles.
https://www.cde.ca.gov/eo/in/socialemotionallearning.asp - [2]
California Department of Education. (n.d.). T-SEL competencies and conditions for thriving.
https://www.cde.ca.gov/ci/se/tsel.asp - [3]
California Department of Education. (n.d.). Local control funding formula overview.
https://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp - [4]
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
https://doi.org/10.1111/j.1467-8624.2010.01564.x - [5]
Cipriano, C., Strambler, M. J., Naples, L. H., et al. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181-1204.
https://doi.org/10.1111/cdev.13968 - [6]
California Department of Education. (2019). Health education framework for California public schools.
https://www.cde.ca.gov/ci/he/cf/ - [7]
California Legislative Information. (2021). SB-224 pupil instruction: mental health education.
https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB224 - [8]
California Department of Education. (n.d.). Multi-tiered system of supports.
https://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp - [9]
California Commission on Teacher Credentialing. (2024). Revised California standards for the teaching profession.
https://www.ctc.ca.gov/commission/newsroom/stories/2024/2024-03-CA-standards - [10]
California Department of Education. (n.d.). California community schools partnership program.
https://www.cde.ca.gov/ci/gs/hs/ccspp.asp - [11]
CASEL. (2025). SEL policy at the state level: California.
https://casel.org/systemic-implementation/sel-policy-at-the-state-level/
CASEL-Aligned SEL Curriculum for California Schools
Be The Buffalo provides 40 weeks of SEL curriculum aligned with all five CASEL competencies and California's T-SEL framework. Each lesson identifies its competency alignment for LCAP documentation and school improvement planning. Interactive projector activities, original songs, stories, printable worksheets, and teacher guides. Bilingual English and Spanish. No student accounts. No devices. No prep.
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