I am committed to prioritizing initiatives that foster belonging, inclusion, and social-emotional learning (SEL) within our schools. Research consistently demonstrates that a strong sense of belonging is fundamental to students' academic success, mental health, and overall well-being.

Students who feel connected to their school communities are more likely to attend regularly, engage actively in learning, and achieve higher academic outcomes. Conversely, a lack of belonging can lead to increased absenteeism, disengagement, and mental health challenges. These effects are particularly pronounced during critical transitions, such as the move from primary to secondary education, where students may experience a sharp decline in feelings of safety and trust .

In Washington State, the Office of Superintendent of Public Instruction (OSPI) has developed a comprehensive Social Emotional Learning Implementation Guide. This guide emphasizes the importance of creating inclusive learning environments that support all students, including those with disabilities, by integrating SEL practices that promote equity and inclusion .

Implementing SEL programs has been shown to improve students' ability to manage emotions, build strong relationships, and exhibit prosocial behaviors. These programs also contribute to reductions in conduct problems and emotional distress, as well as improvements in overall academic performance .

The staff who directly implement these policies and practices with students must have the capacity, training, and support to care for our youth, particularly the most vulnerable.