During a recent government meeting, discussions centered around the implementation of social emotional learning (SEL) in schools, particularly focusing on its transformative aspects and the implications of social awareness as a core pillar. One speaker raised concerns about the subjective nature of social norms and civic engagement being taught within SEL frameworks. They questioned who determines the values and actions that students are encouraged to adopt, suggesting that this approach may not adequately prepare students for academic learning.

The speaker emphasized that while some may support the values promoted through transformative SEL, the lack of clarity on who decides these norms raises significant concerns about the curriculum's objectivity. They argued for the possibility of selecting a high school curriculum independently of organizations like CASEL, which is known for its SEL frameworks.

Another participant, Jessica Cole, expressed enthusiasm for the involvement of a group referred to as the \"dream team\" in supporting students transitioning into high school. She highlighted the need for continued engagement and education for both students and parents, particularly regarding critical issues such as substance abuse. Cole noted that even after her children graduated, she found value in educational resources provided by community organizations.

The meeting underscored the ongoing debate about the role of social emotional learning in education, particularly regarding its focus on social awareness and civic engagement, and the need for clear guidelines on how these concepts are taught in schools.