Abstract

Social Emotional Learning (SEL) is a unifying framework for essential life skills, including self-awareness, self-management, social awareness, relationships, and responsible decision-making. In this article, we examine the intersection of SEL competencies with national accreditation policy, state standards, and course descriptions using curricular mapping and content analysis. Our findings revealed conceptual connections with differing degrees of alignment but no explicit mention of SEL. Arts accreditation standards had SEL intersections with foundations, development, communication and relationship building, curriculum and improvement. We recommend a closer synthesis between arts teacher education and SEL through greater attention to teacher identity, mental health awareness, self-awareness, self-management, diversity, and social justice in arts teacher education policy and recognize the possibilities for enhancing K-12 arts learning.