Funding Information
No funding sources were used for my project.
Abstract
The Every Student Succeeds Act (ESSA), as a policy, offers an additional tool to address the escalating adolescent mental health crisis. By acknowledging the critical link between student well-being, academic success, and evidence-based practices, this policy analysis explores how funding from ESSA can be leveraged to integrate Social Emotional Learning (SEL) within Utah’s schools. Experts, educators, and parents can be voices to combat misinformation surrounding the recent politicization of SEL and its implementation. This analysis connects Bronfenbrenner’s Ecological Theory, which highlights the interconnectedness of the environment, with the importance of prioritizing mental health within schools to help adolescents with issues they may be facing both in and out of school. SEL, provided by ESSA funding, can offer a promising avenue for crisis intervention and prevention within schools. Emphasis is given on how to implement Social Emotional Learning within Utah’s education system.
Recommended Citation
Walles, Sharon
(2026)
"The Role of Social Emotional Learning in Utah’s Implementation of ESSA,"
Transforming Communities: Vol. 2:
Iss.
2, Article 5.
Available at:
https://digitalcommons.usu.edu/tcjournal/vol2/iss2/5
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