Does Oregon require SEL in elementary schools?

Yes. Oregon has the strongest SEL mandate in the country. HB 2166 (2021) directed ODE to develop standards, and ORS 329.045 required all districts to implement the Transformative SEL Framework and Standards by July 1, 2024. This is a Division 22 requirement.

What is Oregon's Transformative SEL Framework?

Oregon's framework includes four components: Guiding Principles, Conditions for Learning and Thriving, Adult Transformative SEL, and Student Transformative SEL. The five student standards braid CASEL competencies with transformative focal constructs: identity, agency, belonging, collaborative problem-solving, and curiosity.

What is HB 2166 in Oregon?

House Bill 2166, passed in 2021, directed the Oregon Department of Education to develop a statewide SEL framework and standards. The resulting Transformative SEL Framework was adopted by the State Board of Education in June 2023.

What makes Oregon's SEL requirements different from other states?

Oregon has a statutory mandate (not voluntary guidance), a compliance deadline that has passed (July 1, 2024), and a 'transformative' framework that goes beyond standard CASEL alignment to include identity, agency, belonging, collaborative problem-solving, and curiosity.

Does Oregon require a specific SEL curriculum?

No. ODE has deliberately not adopted a specific curriculum. Districts select and evaluate their own materials using ODE's Instructional Materials Evaluation Tool (IMET). ODE prioritizes systemic implementation over a single program.

Oregon SEL Requirements for Elementary Schools

Oregon does not suggest SEL. Oregon does not recommend SEL. Oregon requires it.

In 2021, the Oregon Legislature passed House Bill 2166, directing the Oregon Department of Education (ODE) to develop a statewide SEL framework and standards. In June 2023, the State Board of Education adopted the Transformative Social and Emotional Learning Framework and Standards. And Oregon Revised Statute 329.045 states it plainly: “The board shall require school districts to implement the standards and framework no later than July 1, 2024.”^[1]^[2]

This is the strongest legislative SEL mandate in the country. Not guidance. Not voluntary competencies. Not a framework districts may adopt if they choose. A statutory requirement that every school district implement adopted SEL standards, with a specific compliance deadline that has already passed.

For Oregon elementary schools, the question is not whether to teach SEL. That was decided by the legislature in 2021 and codified by the State Board in 2023. The question is whether your current implementation meets the specific expectations of Oregon's Transformative SEL Framework, which goes beyond standard CASEL alignment to include explicit attention to identity, agency, belonging, and equity.

What Oregon Requires

The Legislative Foundation

HB 2166 (2021)

Required ODE to develop a statewide SEL framework and standards by September 2023.^[2]

ORS 329.045

Required the State Board of Education to require school districts to implement the standards and framework no later than July 1, 2024.^[1]

Division 22 Standards

Oregon's minimum standards for public schools include the Transformative SEL standards. Implementation compliance is monitored through the Division 22 assurance process.^[3]

What This Means

Every Oregon school district is required to implement the Transformative SEL Framework and Standards. This is not an optional enrichment activity. It is a Division 22 standard with the same compliance status as other required instruction.

Districts that have not begun implementation are out of compliance with state law. Districts that have implemented but have not aligned with the specific Transformative SEL Framework (as opposed to a generic SEL program) may not be meeting the standard's requirements.

Oregon's Transformative SEL Framework

Four Components

Oregon's framework includes four interconnected components, all of which are necessary for implementation:^[4]

Guiding Principles

The values and commitments that ground Oregon's approach, including equity, cultural responsiveness, and whole-child development.

Conditions for Learning and Thriving

How partnerships, policies, and practices at the district, school, and classroom levels create an ecosystem where Transformative SEL can thrive. This component addresses the systemic conditions, not just the instructional practices.

Adult Transformative SEL

Focused on improving adult wellbeing, creating a positive work environment, and increasing educator competence so that adults can teach, model, coach, and nurture SEL with students. Oregon explicitly recognizes that adults cannot teach what they have not developed themselves.

Student Transformative SEL

The standards themselves, which foster opportunities for students to develop and practice social-emotional knowledge, skills, habits, and dispositions.

The Five Standards

Oregon's five Transformative SEL Standards were developed by braiding CASEL's five competency descriptors with five transformative SEL focal constructs:^[4]^[5]

CASEL Competency	Transformative Focal Construct	Combined Standard Focus
Self-Awareness	Identity	Understanding emotions, thoughts, and values while developing a strong, affirmed sense of identity
Self-Management	Agency	Managing emotions and behaviors effectively while developing the sense of agency to act on one's own behalf
Social Awareness	Belonging	Empathizing with others and understanding diverse perspectives while fostering belonging for all
Relationship Skills	Collaborative Problem-Solving	Building healthy relationships while developing the capacity to solve problems collaboratively
Responsible Decision-Making	Curiosity	Making ethical and constructive choices while cultivating curiosity and a commitment to learning and growth

What “Transformative” Means in Practice

For elementary schools, the transformative dimension means that SEL instruction should:

Honor identity

Students explore and affirm who they are, including their cultural background, family, language, and personal characteristics. A student's identity is not a barrier to overcome. It is a strength to build on.

Build agency

Students develop the belief and capacity to influence their own lives and communities. This connects to growth mindset and goal setting, framed as the ability to act on one's own behalf.

Foster belonging

Every student should feel that they belong. Instruction in kindness, respect, and inclusion creates the conditions for belonging.

Develop collaborative problem-solving

Beyond individual conflict resolution, students learn to work together to address shared challenges, including challenges related to fairness and equity.

Cultivate curiosity

Students approach learning, relationships, and social situations with openness and a desire to understand, connecting responsible decision-making to genuine intellectual and social curiosity.

Implementation Requirements

What Districts Must Do

ODE has been clear about what implementation requires:^[3]^[6]

•Districts must ensure that the Transformative SEL Standards are addressed through instruction, practices, and policies across the school system.
•Implementation is not limited to a single class, program, or curriculum. It requires a systemic approach that includes classroom instruction, school culture, adult development, and community partnerships.
•Educator evaluations must take into account Student Learning Goals (SLGs) for SEL and engagement.^[3]

ODE's Approach to Curriculum

ODE has taken a notable position on curriculum: the framework “prioritizes a systemic approach that focuses on how adults can create the conditions and environments, and integrate practices in content areas to support student SEL. Because of this, there is an intentional move away from traditional programs and/or curriculums.”^[6]

This does not mean programs are prohibited. It means ODE views programs as one component of implementation, not the entirety. A comprehensive SEL curriculum provides the structured instructional component (Student Transformative SEL) while the school and district address the other three framework components through culture, policy, and professional development.

ODE has published two tools to support districts: the Recommended Transformative SEL Instructional Materials Criteria and the Recommended Transformative SEL Instructional Materials Evaluation Tool (IMET).^[6]

Teacher Preparation Requirements

Oregon has extended its SEL requirements into teacher preparation. The Teacher Standards and Practices Commission (TSPC) adopted SEL standards for educator preparation programs, requiring that new teachers enter the profession with competence in Transformative SEL.^[7]

This means that Oregon teachers trained after 2023-2024 will arrive in classrooms with SEL preparation built into their credential. For existing teachers, professional development in Transformative SEL is needed to bridge the gap—and districts are expected to provide it.

How to Align Your Elementary Program With Oregon's Requirements

Step 1: Understand What You Are Required to Do

Oregon requires implementation of the Transformative SEL Framework and Standards. This includes all four components: guiding principles, conditions for learning and thriving, adult SEL, and student SEL. A classroom-only approach that addresses student instruction without attention to school culture, adult development, and systemic conditions does not fully meet the requirement.

Step 2: Map Your Curriculum to the Five Standards

Document how your instruction addresses each of Oregon's five braided standards:

Oregon Standard	What Students Learn	Curriculum Coverage
Self-Awareness + Identity	Understanding emotions while affirming identity	Emotional vocabulary, growth mindset, strengths, identity exploration
Self-Management + Agency	Managing emotions while developing agency	Self-regulation, goal setting, perseverance, self-advocacy
Social Awareness + Belonging	Empathy while fostering belonging	Empathy, perspective-taking, inclusion, respect, gratitude
Relationship Skills + Collaborative Problem-Solving	Healthy relationships with collaborative capacity	Kindness, teamwork, conflict resolution, communication
Responsible Decision-Making + Curiosity	Ethical choices with genuine curiosity	Problem-solving, responsible choices, digital citizenship

Step 3: Use ODE's Evaluation Tools

Before selecting or renewing a curriculum, run it through ODE's Instructional Materials Evaluation Tool (IMET).^[6] This tool provides the criteria ODE considers aligned with the Transformative SEL standards and gives you documentation that your materials meet state expectations.

Step 4: Address Adult SEL

Oregon's framework explicitly requires attention to adult social-emotional competence and wellbeing. This means professional development that goes beyond “how to teach SEL lessons” to include teachers' own self-regulation, stress management, cultural self-awareness, and relational skills. A comprehensive curriculum with teacher guides that include facilitation tips, self-reflection prompts, and modeling guidance supports adult SEL development alongside student instruction.

Step 5: Connect to Student Learning Goals

Oregon's educator evaluation system requires SLGs that include SEL and engagement. Document how your scope and sequence connects to measurable student outcomes:

•Observable increases in emotional vocabulary
•Increased use of self-regulation strategies
•Improved conflict resolution patterns
•Growth in perspective-taking during discussions
•Increased student participation and engagement

Step 6: Ensure Cultural Responsiveness and Equity

Oregon's framework is explicitly equity-centered. Curriculum that does not address identity, belonging, and cultural responsiveness does not align with the Transformative SEL standards, even if it covers the five CASEL competencies. For Oregon schools, this means:

•Selecting materials with diverse characters and culturally varied scenarios
•Providing bilingual access for English learners
•Creating space for students to see their own identities reflected in SEL instruction
•Connecting SEL to questions of fairness and equity at developmentally appropriate levels

Step 7: Embed in MTSS

Tier 1: Universal Transformative SEL instruction delivered weekly to all students, addressing all five standards.

Tier 2: Targeted support for students needing additional skill building.

Tier 3: Individualized intervention for students with significant needs, including IEP-aligned support.

What to Avoid

Treating compliance as optional

ORS 329.045 requires implementation. The deadline was July 1, 2024. Districts that have not begun are out of compliance. This is not a future expectation. It is a current requirement.

Relying on a program alone

ODE's framework has four components. A curriculum addresses one (Student Transformative SEL). Schools that implement a program without also addressing guiding principles, conditions for learning and thriving, and adult SEL are partially compliant at best.

Ignoring the transformative dimension

A standard CASEL-aligned program covers the five competencies but may not address identity, agency, belonging, collaborative problem-solving, and curiosity as explicitly as Oregon requires.

Waiting for ODE to prescribe a specific program

ODE has deliberately not adopted a specific curriculum. Districts are responsible for selecting and evaluating their own materials using ODE's criteria and IMET. Waiting for ODE to name a program means waiting indefinitely.

Final Thoughts

Oregon has set the highest bar for SEL implementation of any state in the country. The legislature required it. The State Board adopted it. The timeline has passed. And the framework goes beyond standard SEL to demand attention to equity, identity, belonging, adult development, and systemic conditions.

For Oregon elementary schools, compliance means more than delivering a weekly SEL lesson—though that is essential. It means building a school culture where students and adults develop social-emotional competencies in an environment that affirms their identities, fosters belonging, and creates the conditions for all learners to thrive.

The mandate is clear. The framework is comprehensive. The resources exist. The question is no longer whether Oregon schools will implement SEL. It is how well.

References

Oregon Revised Statute 329.045. Implementation of standards and framework. https://www.oregon.gov/ode/educator-resources/standards/sel/pages/default.aspx
Oregon Education Association. (n.d.). Oregon's social emotional learning standards. https://oregoned.org/schools-students-deserve/educating-equity/oregons-social-emotional-learning-standards
Oregon Department of Education. (2024). Oregon's Transformative SEL implementation guide. ODE Implementation Guide PDF
Oregon Department of Education. (2023). Oregon's Transformative SEL Framework and Standards. ODE Framework PDF
Oregon Department of Education. (n.d.). Oregon's Transformative Social and Emotional Learning (TSEL) Framework and Standards. https://www.oregon.gov/ode/educator-resources/standards/sel/pages/framework-standards.aspx
Oregon Department of Education. (n.d.). TSEL – Oregon Instructional Frameworks. https://oregoninstructionalframeworks.org/tsel/
Ruttencutter, G. S., et al. (2024). Oregon's journey creating social and emotional learning standards for educator preparation programs. Social and Emotional Learning: Research, Practice, and Policy, 4. ScienceDirect
Oregon Department of Education. (2023). Oregon's Transformative SEL Framework overview. ODE Overview PDF
Durlak, J. A., et al. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Cipriano, C., et al. (2023). The state of evidence for social and emotional learning. Child Development, 94(5), 1181-1204. https://onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13968

CASEL-Aligned SEL Curriculum for Oregon Schools

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