5 Common Myths About Social-Emotional Learning
If you asked someone to explain their opinion of social-emotional learning and its importance in US classrooms, chances are you’d get some pretty strong, sometimes heated, responses, or a blank stare.
But what is social-emotional learning, exactly?
Here, we’re breaking down 5 common myths and sharing an insider’s perspective on why SEL is integral to student success at Marguerite’s Place, not just in the early childhood classroom, but throughout life.
Myth #1: Social-emotional learning is only about feelings.
Naming and expressing feelings appropriately is absolutely part of SEL, but it doesn’t stop there. Think about how powerful it is for a child to not only understand what they’re feeling, but to understand why they’re feeling it. Being able to then name the emotion to a teacher, parent, or peer, and know the difference between anger and fear, or excitement and overwhelm, is a skill that opens the door to deeper learning and stronger connections with the people around them.
Beyond naming emotions, our teachers help children learn how to understand and manage those feelings in age-appropriate ways, whether they’re in the classroom, at home, or out in public. These same skills carry over into understanding how their friends feel, leading to stronger relationships, greater empathy and better decision-making.
Myth #2: Social-emotional skills are “soft skills” and not as important as math or ELA.
Soft skills make us better at everything else. When students learn to manage their emotions, they navigate teamwork more effectively and push through challenges more easily, even when learning “hard” skills. For example, when our students work together to build a tower with Magnatiles, they’re encouraged to share tasks and design decisions, which naturally leads to trial and error. If the tower falls, instead of getting frustrated and giving up, they learn to encourage each other and try a different approach. That kind of resilience is invaluable and transferable to learning ‘hard skills’ in the future.
Myth #3: Kids don’t need to be taught social-emotional skills; they just pick them up as they grow.
We aren’t born knowing how to name and manage our emotions. Those skills are learned through modeling and instruction. Teachers trained in early childhood development, like the staff at Marguerite’s Place, use intentional strategies to help students recognize and regulate emotions, even if every teacher approaches it a little differently or alters the approach based on students needs.
One of our preschool students loves to share her thoughts and ask questions, but her teachers noticed she was frequently interrupting her peers, her teachers, and her mom at home. The anticipation of not being able to express herself was creating real anxiety. Her lead teacher, Jammie, introduced two simple strategies: she can raise her hand to hold her thought without losing it, or gently take a teacher’s (or mom’s) hand when adults are talking as a quiet signal to include her once they’re done. Small tools, big difference.
Myth #4: There’s one SEL curriculum, and it should be standardized for all learners.
There’s no single “right” way to teach social-emotional learning. Every student comes with different backgrounds, experiences, and cultural contexts, so our teachers draw on a variety of strategies to meet each child where they are. The core concepts remain consistent, but how they’re taught and applied can look very different depending on the school environment and student population.
As kids get older, cultural nuances play an increasingly important role in what feels natural and appropriate, so keeping an open mind and fostering open dialogue becomes essential.
Myth #5: Social-emotional learning is only for students with behavioral challenges.
Every student benefits from learning how to name and manage their emotions, whether they tend to express themselves loudly on the outside or quietly talk themselves down on the inside. Recognizing emotions, building self-awareness, and knowing how to ask for help are skills that serve all children, regardless of where they’re starting from.
There’s a place for SEL in ALL classrooms and beyond.
Social-emotional learning isn’t a trend or an add-on. It’s a foundational part of helping children to grow into confident, capable, and compassionate people. At Marguerite’s Place, we’re proud to weave SEL into everything we do, because we believe that when children feel understood and equipped to handle their emotions, real learning can happen.
Want to learn more about our approach? Explore our SEL curriculum here and see how we’re setting our students up for success in the classroom and in the future.
