Policy Recommendations to the USG for Promoting Learning, Equity, and Resilience in Areas of Crisis and Conflict

Decades of research highlight the importance of social and emotional skills for success in school, career, and life. Students who participate in social-emotional learning (SEL) perform measurably better in school than peers without exposure to SEL. They engage in fewer risky or unhealthy behaviors; are less likely to get married or have children before; are more likely to be employed; earn more; show more resilience, and are better able to manage conflicts non-violently. In fact, the stream of benefits from SEL has been estimated to be worth $11 for every $1 invested.

While social and emotional learning is important for all children and youth, for those in conflict and crisis, it is critical. Research from the developed world and emerging evidence in crisis-affected countries demonstrate that the harmful effects of toxic stress can be stopped or even reversed when children are exposed to safe and predictable learning environments and have positive, nurturing relationships with key adults, such as caregivers and teachers, who actively participate in explicit SEL activities.  

SEL helps children heal from experiences with tragedy and violence; puts them on a path for self-reliance by promoting skills that help them succeed in school and beyond; promotes equity and healthy relationships; and increases the community cohesion and stability that can empower individuals to resist violent extremism even in difficult circumstances.