EVIDENCE SECD works when done correctly

The evidence is clear and overwhelming that including SECD in classrooms of all grade levels leads to benefits for students, teachers, and society over the long-term.

It is IMPERATIVE to understand, though, that to do SECD correctly requires beginning at the earliest grade levels in your school or district, include SECD teaching and learning consistently and year to year, and having an "All Hands On Deck"/"It Takes a Village" approach - teachers and all staff, administrators, parents, and all institutions within the larger community - in order to maximize the benefits listed below! There is no quick fix to making human beings healthier and safer, it does take time and effort. 

SECD in classrooms, starting in the earliest grades and progressing from year to year, and done consistently with an "all hands on deck" approach, will have great impact for students and society:

• Improve academic growth and achievement; on average, 11% improvement for students who went through these types of programs;
• Significantly improves a variety of student outcomes: societal skills, academics, social behavior, ability to handle emotional stresses, attitudes towards school and everyday life, fewer behavioral and conduct problems in school;
• Improvements in a variety of student outcomes last long-term (some measured to 18 years after the SECD exposure in school);
• SECD programming and exposure beginning in Kindergarten and lasting through the schooling years of development last a lifetime - those individuals are more likely to stay out of poverty, stay away from drug and alcohol addiction, have better mental and social health, stay out of prison, and get and hold higher paying jobs;
• SECD expenses in school are paid for, and then some, after students leave the school system: there is a 11:1 payoff to the economy for those who came through successful SECD programming and exposure in the school systems - for every $1 invested in SECD, society gains $11 in returns;
• SECD in schools is a key component to reducing poverty and improving economic mobility; 
• Perception among education system stakeholders overwhelmingly feel there is a need for SECD in schools: students, parents, teachers, administrators, scientists, and employers;
• SECD skills and competencies are not all intuitive, but need to be taught and learned; many of the skills are based on societal norms, and need to be taught to our youngest students and continued to be presented year after year for reinforcement as societal stresses increase with age; 
• Most employers (70%) see Emotional Intelligence (EI) as an immediate, essential skillset for their employees: in an age where jobs are significantly and routinely changing or being eliminated due to technology and artificial intelligence, workers are under more and new stresses that have never been experienced in human history, and many are not able to cope and adapt mentally, emotionally or socially. If we do NOT teach and develop SECD skills in our schools, we are doing our children an absolute disservice since we are not preparing them for the modern workplace! 

And after all these benefits and evidence for including SECD skills and teaching in the classroom, the improvements and gains students receive translate into better working conditions for teachers! 

Why would teachers NOT want to put in some work at the start of a school year in order to gain significant improvements in their own job stresses and working environment in their classrooms as the year progresses?!