The Impact of Social Emotional Learning throughout Chicago Public Schools PreK– 12

Introduction

Author: Devonté West

Department: UIC Institute for Policy and Civic Engagement (IPCE)

Advisor: Larissa Mukundwa, Graduate Assistant, UIC- IPCE
Gabriela Avila, M.Ed., UIC-IPCE
Theresa A. Thorkildsen, PhD, UIC– College of Education

Abstract: This research examines the policy landscape shaping social‑emotional learning (SEL) implementation in Chicago Public Schools (CPS), a district serving nearly 400,000 students—86% from low‑income households (Chicago Public Schools, 2022). Given CPS students’ disproportionately high exposure to trauma, SEL is increasingly recognized as a core component of Illinois’s broader strategy to promote youth mental health and reduce community violence. Because CPS students experience elevated trauma exposure, SEL implementation functions as both a mental‑health intervention and a violence‑prevention strategy. This research aims to provide policymakers with a holistic, evidence‑informed understanding of how SEL can strengthen school climate, improve student outcomes, and complement statewide public‑safety efforts. This analysis focuses on how state‑level policy supports minority students in under‑resourced Chicago communities, with particular attention to two major statutes: the Illinois Children’s Mental Health Act of 2003 and the Reimagine Public Safety Act (RPSA) of 2021 as preventative and early screening measures to address mental health issues and address root causes of violence. SEL is a proactive approach, not reactive. SEL is a proactive policy tool that strengthens students’ emotional regulation, reduces aggressive behavior, and improves school climate. By equipping students with skills to manage conflict and stress, SEL reduces disciplinary incidents and supports safer learning environments—key priorities for districts serving high‑trauma communities. For educators, SEL reduces classroom stress and improves instructional conditions. Research indicates that SEL enhances teacher well‑being, increases instructional effectiveness, and contributes to workforce stability. CPS has developed a districtwide SEL infrastructure that includes professional development, coaching, and standardized tools, aligning local practice with statewide mental‑health and violence‑prevention mandates.

Keywords: Social emotional learning, mental-health, violence-prevention