Article

The Development and Validation of the Student Engagement in Social Emotional Learning Skills (SE-SELS) Survey

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Abstract

This study developed and validated the Student Engagement in Social Emotional Learning Skills survey to assess adolescents’ engagement in social-emotional practices, guided by the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Data from 748 students in grades 6–9 across two diverse schools were randomly split for exploratory and confirmatory factor analyses. Exploratory factor analysis (EFA) revealed a four-factor structure - emotion regulation, empathy/perspective-taking, self-awareness, and coping strategies - explaining 44% of variance. Confirmatory factor analysis (CFA) confirmed this model, demonstrating acceptable fit and internal consistency. The survey provides educators with a practical, psychometrically sound tool to measure student engagement in social-emotional learning, supporting data-driven counseling and program planning. Ongoing refinement and broader validation are recommended to strengthen its applicability across diverse student populations.

Keywords: instrument development, social emotional learning, CASEL framework, confirmatory factor analysis

How to Cite:

Kneidel, L., Mariani, M., Park, C., Villares, E. & Bowers, H., (2026) “The Development and Validation of the Student Engagement in Social Emotional Learning Skills (SE-SELS) Survey”, Counseling Scholarship & Practice in Educational Communities 2(1). doi: https://doi.org/10.7275/cspec.3254