Social Emotional Learning (SEL) uses the results of data collection to manipulate student emotions to induce certain societal behaviors, and it shapes the way children see the world. The SEL worldview is meant to spread from children and the education system throughout the entire society. SEL is designed to be a never-ending cycle that feeds itself and spreads like a virus. Data is collected and used to justify additional training for teachers, and when people are educated with the tenets of SEL they are encouraged to share those ideas with those with whom they have connections. The concepts spread from the teachers, to students, then entire classrooms. Kids bring the ideas home to their parents, and their parents and school personnel spread the ideas within the community, and the ideas of SEL are collectivist in nature. This is how SEL ideas spread through the curriculum and throughout society.
In Grand Haven, math and English test data is being aggregated into subgroups with the Idex system. District leaders can view how subgroups such as English learners, and economically disadvantaged rank against those whose primary language is English and those from economically stable homes. To create equity, subgroups with low rankings require additional resources. By sorting the data in different ways it will always be possible to rank groups so that one requires additional support. This type of aggregation provides justification for district leadership to allocate additional funding and resources to these subgroups.
Another form of data collection is surveys which are also used to justify more resource allocation. The surveys ask loaded questions that will always indicate there are problems to be addressed, and the problems are typically fixed by adding more SEL. This is a vicious cycle. Let me show you how it works.
Here are some questions kids were asked on the GHAPS Perception surveys. They could respond that they strongly agree, agree, disagree or strongly disagree.
“I believe students are treated with respect by adults,”
“I believe the school provides services to support my needs.”
“I feel safe telling an adult when I see bullying and racism at school.”
“Students choose to interact mostly with others like themselves,”
“Students in my school feel comfortable reporting harassment, bullying and racial insults to an adult at school.”
If students disagree or strongly disagree with any of these statements it indicates there is a problem in the school. To fix the problem, the district should implement more SEL.
Notice students are not given the option to say that bullying does not occur in my school. They are being asked to presume it does, and then state the most likely place it occurs. This question teaches children that bullying is normal and the survey results are used to justify additional SEL.
These questions further convince children that bullying is a problem. In addition, these slides indicate a need for more training. If 18% of children do not feel safe telling an adult when they see bullying and racism, that indicates a school-wide culture problem. When data is aggregated through a race lens, it can be used to justify more racism sensitivity training. If it is aggregated through an LGBTQ lens, it can be used to justify more belonging training. Aggregated data justifies even more DEIB training and SEL training.
The focus on SEL and DEI and surveying and data collection is a vicious cycle that moves the entire focus of the educational system away from merit-based academics and towards collectivism. Teachers and administrators everywhere are being tricked into believing that Social-Emotional Learning is essential for student mental health. They believe they are helping students when they discuss these topics. It is critical that we as citizens, teachers, administrators and parents take the time to truly understand these teachings BEFORE implementing them in our education systems.