In a recent Brookline government meeting, officials presented the second annual report on social emotional learning (SEL) in schools, highlighting significant progress and ongoing challenges in supporting student mental health. Dr. Matt Dubois, the senior director of social emotional learning and clinical services, emphasized the importance of integrating SEL into the district's strategic plan, which aims to enhance the overall climate and culture of schools.

The report showcased promising data indicating that 72% of students reported a strong sense of belonging in school, a notable increase over previous years. However, disparities based on race and special education status remain, particularly among middle school students. Dr. Dubois noted that fostering a sense of belonging is crucial for academic success, as it enhances emotional regulation and cognitive engagement.

The meeting also addressed the district's commitment to a multi-tiered system of supports (MTSS), which aims to provide varying levels of intervention based on student needs. Dr. Dubois explained that tier 1 supports, which are universal and preventative, are essential for promoting positive development and preventing challenges. He reported that 80% of students are demonstrating strong emotional regulation skills, attributed to increased SEL instruction in classrooms.

Attendance was another focal point, with chronic absenteeism rates showing improvement, currently at 9.2%. Officials acknowledged that while this trend is encouraging, further efforts are needed to ensure all students attend school regularly, as attendance is linked to academic and social-emotional development.

The meeting concluded with a commitment to continue monitoring and enhancing SEL initiatives, with plans to revisit the data in the fall. The district's proactive approach to mental health and community partnerships was praised, underscoring the importance of collaboration in supporting students' emotional well-being.