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| | SEPTEMBER 20248IN MY OPINION Andrew Gallager is a senior director with the NYC Public Schools, the nation's largest school district. He is currently overseeing the work of multiple schools and districts related to the intersectionalities of social, emotional, and academic learning.The benefits of social and emotional learning (SEL) transcend its proliferation in response to COVID-19 disruptions. While the pandemic's legacy continues to underscore the importance of student well-being, a more comprehensive approach is necessary to move beyond a purely reactive stance to one that dismantles the artificial silos isolating SEL from core instruction. During students' critical neurodevelopmental stages, SEL is the cornerstone of fostering the enduring competencies necessary for navigating increasingly complex social and academic environments, thus ensuring equitable student outcomes and long-term success.Pre-packaged SEL programs and curricula were a popular post-pandemic response, in large part because many purported to facilitate seamless integration of SEL into schools' equity-driven practices. However, their prevailing dominance as standalone activities has inadvertently facilitated the separation of students' social experiences from their broader academic foundation. Primarily operating on the periphery of students' core instructional experiences, such programs perpetuate the SEL/academic divide, creating cultural and neurological barriers that hinder students' development of skills necessary for navigating the intricacies of social dynamics, strengthening self- and collective efficacy, and activating cultural competencies. SEL is often characterized by activities such as yoga, guided meditation, calming corners, Mindful Mondays, Wellness Wednesdays, and the Mood Meter, to name a few. However, these are typically employed using a `one-size-fits-all' approach targeting specific skills or traits such as emotional regulation, social etiquette, or conflict resolution. This may inadvertently perpetuate culturally biased mindsets that privilege prevailing cultural norms, thus marginalizing diverse social and emotional expressions that diverge from many students' experiences. Additionally, such activities inadequately leverage students' existing strengths or address their individual needs; some students already excel in identifying emotions yet struggle with time management, while others might grapple with decision-making but thrive in collaborative settings that develop relationship skills. While standalone SEL programs can enrich students' educational experiences and contribute to positive school environments, overdependence on their efficacy risks compartmentalizing social-emotional learning, limiting its contribution to long-term cognitive health and sustained academic success. It's important to clarify: these programs can be valuable and are not inherently wrong or invalid; however, from neurodevelopmental and cultural perspectives, restricting social-emotional learning to specific times of the day, isolated portions of lessons, or delivery by a limited number of trained By Andrew Gallagher, Senior Director - Social Emotional and Academic Development, NYC Department of EducationTHE FABRIC OF EQUITABLE LEARNING AND COGNITIVE GROWTH:SEL IS THE MISSING THREADAndrew Gallagher < Page 7 | Page 9 >