During a recent government meeting, significant concerns were raised regarding the implementation of Social Emotional Learning (SEL) programs in public education, particularly those associated with the Collaborative for Academic, Social, and Emotional Learning (CASEL). Critics argue that these programs, while marketed as tools for fostering emotional and social skills, are deeply intertwined with critical theory and identity politics, posing a threat to the core values of education.

Speakers at the meeting highlighted that SEL's shift towards a \"transformative\" framework promotes ideologies rooted in critical race theory, which they claim divides students into categories of oppressors and the oppressed based on immutable characteristics such as race and gender. This ideological approach, they argue, undermines the fundamental purpose of education by embedding controversial political agendas into the curriculum.

One speaker, Jesse McCarthy, emphasized that SEL's focus on equity and social justice could lead to increased division among students, fostering an environment of resentment rather than unity. He called for the return of federal grant money allocated for SEL initiatives, arguing that the program's ideological underpinnings conflict with the principles of justice and equality.

Sergio Uche further criticized SEL for distorting traditional views of human nature and justice, asserting that it encourages students to view themselves and others primarily through the lens of identity politics. He warned that this could lead to a classroom dynamic that promotes division rather than empathy.

Delaney O'Haver connected the ideological roots of critical theory to historical totalitarian regimes, cautioning against adopting frameworks that could lead to societal fragmentation. He argued that SEL's approach risks undermining parental authority by introducing political agendas into children's emotional and moral development.

Concerns were also raised about the psychological impact of SEL on students, with John O'Haver noting that the program's focus on identity and oppression could lead to increased anxiety and confusion among young learners. Additionally, Jaseya Green highlighted privacy issues related to data collection within SEL assessments, suggesting that the monitoring of students' emotional responses could have ethical implications.

The meeting concluded with a call for parents, educators, and policymakers to remain vigilant against what critics describe as the infiltration of divisive ideologies into the education system. They urged a return to prioritizing academic excellence and emotional support grounded in shared human values, rather than allowing schools to become platforms for ideological experimentation.