SRES 107119th CongressIn Committee

A resolution expressing support for the designation of the week of March 3 through March 7, 2025, as "National Social and Emotional Learning Week" to recognize the critical role social and emotional learning plays in supporting the academic success and overall well-being of students, educators, and families.

Introduced: Mar 5, 2025

Standard Summary

Comprehensive overview in 1-2 paragraphs

This is a non-binding Senate resolution (S. Res. 107) introduced in March 2025. It expresses support for designating March 3–7, 2025 as “National Social and Emotional Learning Week.” The resolution frames social and emotional learning (SEL) as a critical factor in students’ academic success, mental health, and long-term well-being for students, educators, and families. It cites research highlighting the benefits of SEL and encourages expanding access to SEL, as well as asking federal agencies to seek opportunities to advance SEL across the country. There are no new laws, mandates, or funding provisions created by this measure; its effect is largely symbolic and intended to raise awareness and support for SEL.

Key Points

1Designation of National Social and Emotional Learning Week for March 3–7, 2025, to recognize SEL’s importance.
2The resolution cites numerous studies asserting SEL’s benefits, including improved academic achievement, better mental health, stress management, school engagement, and long-term outcomes; it references core SEL competencies (self-awareness, self-management, social awareness, relationship skills, responsible decisionmaking).
3It links SEL to measurable outcomes such as higher percentile performance, better school functioning (grades, attendance, engagement), and a favorable return on investment for evidence-based SEL programs.
4It states support for expanding access to SEL for all students and teachers.
5It directs consideration of opportunities within Federal agencies to promote and advance SEL to support academic success and overall well-being.

Impact Areas

Primary group/area affected:- Students, educators, and families in educational settings (schools, districts) who are the primary beneficiaries of SEL efforts and awareness.Secondary group/area affected:- Federal agencies and policymakers, school administrators, educators, mental health professionals, and organizations involved in education and youth development who may leverage SEL research and programs.Additional impacts:- Increased public awareness and discourse around SEL and its benefits.- Potential influence on future education policy discussions or funding considerations related to SEL, even though the resolution itself does not create new requirements or dollars.- Reinforcement of SEL as part of broader conversations about student well-being, mental health, and long-term academic and career success.

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