,i  #aacth ,,congress  #ast ,session    
,h4 ,r4 #ahge  ,,in ,,the ,,house ,,of  
,,representatives  ,may #h1 #bjac ,mr4  
,ryan of ,ohio 7for himself1 ,mr4       
,petri1 ,mr4 ,loebsack1 and ,mr4        
,cartwright7 introduced the following   
bill2 which was referred to the         
,committee on ,education and the        
,workforce  ,a ,,bill  ,to support      
evidence-based social and emotional     
learning programming4  #a4 ,short title 
,this ,act may be cited as the          
,academic1 ,social1 and ,emotional      
,learning ,act of #bjac4  #b4 ,findings 
,the ,congress makes the following      
findings3  7#a7 ,to succeed in school1  
students need to be engaged4 ,they need 
to know how to maintain focus and effort
 in the face of setbacks1 work          
effectively with others1 and be good    
communicators and problem-solvers4  7#b7
 ,social and emotional skills form a    
foundation for young people's success   
not just in school1 but as healthy and  
caring adults1 productive workers1 and  

engaged citizens4  7#c7 ,not only can   
these skills be taught1 they can be     
taught by regular classroom teachers in 
schools of every type to students of    
every background4  7#d7 ,academic       
outcomes resulting from social and      
emotional learning include greater      
motivation to learn and commitment to   
school1 increased time devoted to       
schoolwork and mastery of subject       
matter1 improved attendance1 graduation 
rates1 grades1 and test scores4  7#e7   
,these positive outcomes increase in    
students who are involved in social and 
emotional learning programming by an    
average of #aa percentile points over   
students who are not involved in such   
programming4  7#f7 ,social and emotional
 learning programming also results in   
reduced problem behavior1 improved      
health outcomes1 a lower rate of violent
 delinquency1 and a lower rate of heavy 
alcohol use4  #c4 ,amendments to the    
,elementary and ,secondary ,education   
,act  7a7 ,teacher and principal        

training and recruiting fund ,part ,a of
 title ,,ii of the ,elementary and      
,secondary ,education ,act of #aife 7#bj
 ,u4,s4,c4 #ffja et seq47 is amended--  
7#a7 in section #baac7;c77#b7--  7,a7 by
 striking and at the end of subparagraph
 7,a72  7,b7 by striking the period at  
the end of subparagraph 7,b7 and        
inserting 2 and2 and  7,c7 by adding at 
the end the following3  7,c7 train      
teachers and principals in practices    
that have demonstrated effectiveness in 
improving student achievement1          
attainment1 and behavior through        
addressing the social and emotional     
development needs of students1 such as  
through social and emotional learning   
programming4  2 and  7#b7 in section    
#babc7;a77#c77;,b77iii7--  7,a7 by      
striking and at the end of 7,i72  7,b7  
by redesignating subclause 7,,ii7 as    
subclause 7,,iii72 and  7,c7 by         
inserting after subclause 7,i7 the      
following3  7,,ii7 addressing the social
 and emotional development needs of     

students to improve student achievement 
and attainment1 such as through social  
and emotional learning programming2 and 
4  7b7 ,definitions ,section #iaja of   
the ,elementary and ,secondary          
,education ,act of #aife 7#bj ,u4,s4,c4 
#ghja7 is amended by adding at the end  
the following3  7#dd7 ,social and       
emotional learning ,the term social and 
emotional learning means the process    
through which children and adults       
acquire the knowledge1 attitudes1 and   
skills associated with the core areas of
 social and emotional competency1       
including--  7,a7 self-awareness and    
self-management to achieve school and   
life success1 such as identifying and   
recognizing strengths1 needs1 emotions1 
values and self-efficacy1 impulse       
control and stress management1          
self-motivation and discipline1 and goal
 setting and organizational skills2     
7,b7 social awareness and interpersonal 
skills to establish and maintain        
positive relationships1 such as         

perspective taking and respect for      
others1 communication1 working          
cooperatively1 negotiation1 conflict    
management1 and help seeking2 and  7,c7 
decisionmaking skills and responsible   
behaviors in personal1 academic and     
community contexts1 such as situational 
analysis1 problem solving1 reflection   
and personal1 and social and ethical    
responsibility4  7#de7 ,social and      
,emotional ,learning ,programming ,the  
term social and emotional learning      
programming refers to classroom         
instruction and schoolwide activities   
and initiatives that--  7,a7 integrate  
social and emotional learning into      
school curriculum2  7,b7 provide        
systematic instruction whereby social   
and emotional skills are taught1        
modeled1 practiced1 and applied so that 
students use them as part of their daily
 behavior2  7,c7 teach children to apply
 social and emotional skills to prevent 
specific problem behaviors such as      
substance use1 violence1 bullying1 and  

school failure1 and to promote positive 
behaviors in class1 school1 and         
community activities2 and  7,d7         
establish safe and caring learning      
environments that foster student        
participation1 engagement1 and          
connection to learning and school4  4