Where is social-emotional development emphasized in statute?

State Kindergarten Through Third Grade Policies

Where is social-emotional development emphasized in statute?

June 2018


This information was collected from state statutes, rules and regulations. A profile was sent to each state for review and modification, as needed.
 

Where is social-emotional development emphasized in statute? Citations
Alabama Understanding social and emotional development is part of the Alabama Core Teaching Standards; teacher preparation in Elementary Education requires that assessment of instruction promote social and emotional development Ala. Admin. Code 290-3-3-.03
Ala. Admin. Code 290-3-3-.06
Alaska Social-emotional development is a required evaluation factor in kindergarten and first grade developmental profiles. Alaska Admin. Code tit. 4, § 06.712
Arizona Not specified in statute, rules or regulations.
Arkansas Teachers and paraprofessionals are required to receive training in social-emotional learning. Code Ark. R. 005.24.1-11
California Not specified in statute, rules or regulations.
Colorado The Early Childhood and School Readiness Legislative Commission recognized social-emotional development as a fundamental component of early learning and school readiness. Colo. Rev. Stat. Ann. § 26-6.5-202 
Connecticut Any candidate entering a program of teacher preparation leading to professional certification is required to complete training in social-emotional development. Conn. Gen. Stat. Ann. § 10-145a, Conn. Gen. Stat. Ann. § 10-145b
Delaware Social-emotional development is a domain measured by the common statewide readiness tool. An understanding of social-emotional development is included in the Delaware Professional Teaching Standards. Code Del. Regs. 14 1500
District of Columbia Social-emotional development is included as part of the state definition of school readiness and is included as a domain in the Early Learning Standards, which include K-3. D.C. Code Ann. § 38-271.01
Florida Not specified in statute, rules or regulations.
Georgia Department of Education code requires local boards of education to provide instruction in character education. Ga Comp. R. & Regs. 160-4-2-.33
Hawaii Social-emotional development is included in the kindergarten readiness assessment. Haw. Rev. Stat. Ann. § 302L-7 
Idaho Candidates for the Early Childhood Special Education (Pre-K-3) endorsement must complete coursework in child development and behavior with an emphasis in social and emotional areas. Idaho Admin. Code r. 08.02.02.023
Illinois Social and emotional learning is included in the school readiness measures. Ill. Admin. Code tit. 23, § 1.420
Indiana The department of education, in coordination with the departments of child services and corrections, with the division of mental health and addiction, is required to develop a social, emotional and behavioral health plan. Ind. Code Ann. § 20-19-5-1 
Iowa Kindergarten programs must be designed to include experiences that develop healthy emotional and social habits. Iowa Code Ann. § 256.11 (West)
Kansas Not specified in statute, rules or regulations.
Kentucky Social-emotional development is one of the required domains that must be measured by the common kindergarten entry screener. 704 Ky. Admin. Regs. 5:070
Louisiana Social and emotional competencies are expected of children that are ready to enter kindergarten. 28 La. Admin. Code Pt CLIX, 701 et. seq.
Maine The uniform common statewide assessment program for kindergarten must be designed to measure social and emotional development. Me. Rev. Stat. tit. 20-A, § 4501
Maryland Social and emotional development are included in the state definition of school readiness. Social development is one domain that may be measured by the kindergarten entry assessment. Md. Code Regs. 13A.06.02.02;
Md. Code Regs. 13A.08.01.02-3
Massachusetts The department of elementary and secondary education is required to develop a safe and supportive schools framework that integrates services that promote social and emotional learning. Mass. Gen. Laws Ann. ch. 69, § 1P
Michigan Social-emotional health is emphasized in the great start collaboratives and parent coalitions Mich. Comp. Laws Ann. § 388.1632p
Minnesota School readiness program providers must provide program content focused on social-emotional development to prepare children for the transition to kindergarten. Districts and schools are required to establish strategies for using social-emotional learning to prevent and reduce discrimination and create a positive school climate. Minn. Stat. Ann. § 124D.15;
Minn. Stat. Ann. § 121A.031
Mississippi Social-emotional competence is included as a goal for kindergarten education. Code Miss. R. 7-7
Missouri Social-emotional development is included as a standard for high-quality early childhood education. Mo. Ann. Stat. § 161.213
Montana An understanding of social-emotional development is required as part of the Professional Educator Preparation Program Standards for early childhood educators (birth-8). Mont. Admin. R. 10.58.531
Nebraska Approved teacher education programs must include training in student development, including social-emotional development. 92 Neb. Admin. Code Ch. 20, 005
Nevada A course in academic, career and personal and social development is required for students in kindergarten through grade 12. Nev. Admin. Code 389.187
New Hampshire Teacher preparation programs in early childhood education for birth through grade three are required to provide the teaching candidates with skills, competencies and knowledge in social and emotional wellness. NH ADC 612.03
New Jersey Social-emotional development is included in the teacher professional development standards. N.J. Admin. Code § 6A:9-3.3
New Mexico Social and emotional development are emphasized in the early childhood licensure requirements. Teachers applying for an early childhood license are required to have knowledge of a child's social and emotional development. N.M. Admin. Code 6.61.8
New York School districts can incorporate social and emotional learning into educational programs. N.Y. Educ. Law § 305
North Carolina Social-emotional development is identified as one of the five domains of school readiness in the KEA. N.C. Gen. Stat. Ann. § 115C-83.5
North Dakota Not specified in statute, rules, or regulation.
Ohio The kindergarten through third grade learning standards include a domain on social emotional development. Ohio Admin. Code 3301-37-03
Oklahoma An understanding of social and emotional learning is a required competency for early childhood education licensure. Okla. Admin. Code 210:20-9-172
Oregon Social-emotional development is assessed in the KEA as a measure of school readiness. Or. Admin. R. 581-022-2130
Pennsylvania School districts must recognize different rates of social and emotional development in students in their elementary education programs. 22 Pa. Code § 4.21
Rhode Island Not specified in statute, rules, or regulation.
South Carolina Social-emotional development is included in the kindergarten readiness assessment. S.C. Code Ann. § 59-155-150
South Dakota Not specified in statute, rules, or regulation.
Tennessee Not specified in statute, rules, or regulation.
Texas An understanding of social-emotional development is included in the state teacher standards. Specific requirements related to the incorporation of social-emotional learning are outlined. 19 Tex. Admin. Code § 149.1001
Utah Not specified in statute, rules, or regulation.
Vermont Social-emotional development is emphasized in the endorsement requirements for early childhood education. "Knows of and has the ability to support social-emotional and behavioral development leading to successful peer and adult relationships, self-regulation, and self-awareness." 7-1 Vt. Code R. § 13
Virginia Training for teachers in social-emotional development is a requirement for early/primary education and elementary education licensure. 8 Va. Admin. Code 20-22-130
8 Va. Admin. Code 20-542-80
Washington Social-emotional skills are emphasized as skills a kindergarten student should develop to successfully participate in learning activities. The development of these skills is a requirements for funded kindergarten programs to provide to their students. Wash. Rev. Code Ann. § 28A.150.315
West Virginia Social and emotional learning is emphasized in the school readiness development process. W. Va. Code R. 126-28-3
Wisconsin Not specified in statute, rules or regulations.
Wyoming Professional learning opportunities in social-emotional development are supported through developmental preschool funding. Wyo. Stat. Ann. § 21-2-706

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