Animals and Social-Emotional Learning

Animals can play a powerful role in supporting SEL. Many students have an intrinsic interest in animals which enables them to relate to and learn from animals in many ways. This connection provides opportunities to develop key SEL skills such as being present and mindful, managing emotions and building healthy relationships.

Fostering a care ethic for animals also encourages responsibility, respect, and empathy — skills that can extend beyond animals and positively influence how students navigate relationships and contribute to their communities.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines SEL as the process through which students develop the skills to understand and manage emotions, feel and show empathy, build positive relationships and make responsible deicions.¹ CASEL identifies five core competencies: self-awareness, self-management, social awareness, relationship skills and responsible decision-making as essential for lifelong success.²

Research shows that effective SEL supports not only emotional well-being but also academic behaviour and a sense of belonging at school.³ Students who participate in SEL programs show improved academic achievement,⁴ stronger social skills and reduced emotional distress.⁵ Animals provide a meaningful and approachable way to explore these competencies. Learning about animal care and welfare encourages empathy, critical thinking and responsible decision-making.

By integrating SEL with animals, educators create inclusive opportunities for students to practice kindness, compassion and respect – helping them build the skills needed to care for animals, themselves, each other and their community.

References:

1. Collaborative for Academic, Social, and Emotional Learning (CASEL). What is SEL? https://casel.org/fundamentals-of-sel/
2. Collaborative for Academic, Social, and Emotional Learning (CASEL). CASEL’s SEL Framework. https://casel.org/sel-framework/
3. Collaborative for Academic, Social, and Emotional Learning (CASEL). What Does the Research Say? https://casel.org/fundamentals-of-sel/what-does-the-research-say/
4. Greenberg, Mark T. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, 2023. Available at: https://learningpolicyinstitute.org/media/3977/download?inline&file=Evidence_for_SEL_REPORT.pdf
5. Durlak, Joseph & Mahoney, Joseph & Boyle, Alaina. (2022). What We Know, and What We Need to Find Out About Universal, School-Based Social and Emotional Learning Programs for Children and Adolescents: A Review of Meta-Analyses and Directions for Future Research. Psychological Bulletin. 148. 765-782.