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Anoka-Hennepin board tables decision on K–8 social-emotional learning curriculum to May 19
Summary
After committee review, parent and teacher surveys and several hours of public comment, the board voted 4–2 to table action on the K–8 SEL recommendation and requested more information and time; a follow-up meeting was scheduled for May 19.
The Anoka-Hennepin school board voted 4–2 to table a final decision on social-emotional learning (SEL) curriculum for the 2025–26 school year and asked staff to return with more information at a May 19 meeting.
District staff presented the SEL review committee’s recommendation to continue with the board‑approved SEL materials (Character Strong and Leader in Me) with modifications, and offered two other options: continue the current materials and begin a new adoption process next year, or develop district-created SEL lessons aligned to the Portrait of a Graduate.
"Research indicates overwhelmingly that there is a positive and significant link between social-emotional learning and academic achievement," Associate Superintendent Becky Brodier told the board during the presentation.
Committee materials and surveys showed broad parental support for age-appropriate SEL instruction; district staff reported that nearly 80% of parent respondents rated instruction in problem solving and social skills as "very important." Teacher surveys indicated most teachers could teach most lessons but raised concerns about lesson length and time allocated in schedules, especially at the middle-school advisory level.
Public comment was substantial. Speakers included parents, district teachers and staff who urged continuing evidence-based SEL instruction; others expressed concern about content or local control. Several board members said they wanted more time to weigh the competing priorities of classroom time, teacher workload and parents’ concerns.
Director Odette moved to table the item; Director Simon seconded. The motion to table passed 4 in favor and 2 opposed. Board members set a follow-up discussion for May 19 and asked staff to return with additional analyses of teacher capacity, possible plan-design changes to timing and a cost estimate for producing a locally written curriculum if the board decides to pursue that route.
The board will use the extra time to survey bargaining units and classroom teachers, seek cost information for an external curriculum-writing contractor if needed, and provide a clearer recommendation at the May 19 meeting.
