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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