In a recent school board meeting, a contentious discussion unfolded regarding the approval of the Character Strong K-12 Social Emotional Learning (SEL) curriculum. A motion was made and seconded to approve the program, but the debate highlighted significant divisions among board members, educators, and parents.

One board member, who conducted a personal investigation into the curriculum, expressed skepticism about its necessity. After attending a class and engaging in discussions with educators, they concluded that the interactions observed among students did not warrant the $46,000 investment in the program. They argued that effective guidance could be provided by school counselors without the need for a formal curriculum, emphasizing that SEL lacks a national standard and can be taught subjectively by educators.

The board member reported mixed feedback from the community, with a survey revealing 18 supporters and 61 opponents of SEL programs in general. They noted that while there is a consensus on the need for addressing student issues, many believe that Character Strong is not the solution. Concerns were raised about the limited evaluation time given to teachers regarding the program and the potential disconnect between school initiatives and parental involvement.

During the meeting, it was revealed that a previous vote on the curriculum had failed, with a narrow margin of 4 to 5 against approval. Despite this, the administration brought the topic back to the agenda, prompting frustration among some board members who felt the decision should stand.

The discussion underscored a broader debate about the direction of SEL initiatives within the district, with calls for the district to develop its own curriculum rather than purchasing external programs. The meeting concluded with a reminder of the board's governance principles, emphasizing the importance of collective decision-making and moving forward constructively after a vote.