In much of the social-emotional learning (SEL) programming for students, interventions that are marketed as “universal” are not really universal at all – they are not designed for students with intellectual disability (ID). This can be due to different factors: students with ID may be entirely separated from the rest of the student body, and be considered “beyond” the gen ed reach, or the intervention may not specifically consider students’ with ID complex needs.

Whatever the reason, this phenomenon is problematic. SEL interventions have been shown to lead to a more positive school climate, more friendships between students, and individual student gains in their social-emotional skills. SEL interventions have been shown to have many positive effects for the entire student body, each of which students with ID must be given the opportunity to experience, too.

School administrators and program designers must consider how to include students with ID in these programs, and not just as an afterthought. Excluding students with ID from such programs prevents them from enjoying the benefits and contributing just like any other student. Not to mention, excluding students with ID from SEL program evaluation research prevents the scientific community from fully understanding their effects on this group of students. Meaningfully including students with ID could start with simple actions, such as enrolling students with ID into SEL programs that provide a good fit for their learning, regardless of their grade or age.

To truly work as advertised, universal SEL interventions must work for the whole student body. That includes students with ID.

By Despoina Lioliou, Project Coordinator at the Center for Social Development and Education.