Chapter 10: Integrating SEL & Academic Support

Afterschool administrators in California are often trying to reconcile somewhat opposing forces. Some stakeholders care only about academic gains, while state guidelines require a broader focus on students’ social and emotional growth. Attempting to satisfy both demands can seem like walking a tightrope: how can you address state standards for SEL while ensuring students make real progress on homework, exams, and credit requirements?

This challenge can become clearer once one sees that social-emotional competencies feed directly into academic success. Students who practice self-management, teamwork, and empathy are better equipped to engage in class and attend school regularly. Research on afterschool programs that used evidence-based SEL methods (sometimes referred to by the acronym “SAFE”—sequenced, active, focused, and explicit) found improvements in attendance and grades, as well as a reduction in aggression. That impact on behavior and attendance in turn enhances a student’s capacity to focus on academics. A statewide study in California found that students who participated in structured afterschool sessions ended up attending around two extra weeks of school each year compared to peers who did not participate, providing a measurable boost to their school district’s average daily attendance figures.

Creating Safe, Inclusive Afterschool Environments

Part of this dynamic comes from how afterschool programs can shape a student’s sense of belonging. Administrators who fully incorporate social-emotional strategies often see fewer disciplinary incidents. When staff set clear norms for conflict resolution and model empathy, students become more connected to both peers and mentors. The UCLA evaluation of LA’s BEST afterschool program found that consistent participants were 20 percent less likely to drop out of high school and 30 percent less likely to engage in criminal activities compared to similar students who did not attend. Although not every program can replicate the LA’s BEST model precisely, these statistics highlight the far-reaching effects of consistent afterschool engagement.

SEL-informed programming also influences a school’s climate by reinforcing expectations that daytime teachers establish. Afterschool staff and daytime teachers who meet regularly can implement consistent classroom management and emotional support methods. That unity strengthens a student’s trust in the adults around them, helping them focus on academic tasks with less time spent on behavior management. When an afterschool tutor and the regular teacher exchange data about which subjects or skills give a student the most trouble, the student benefits from coordinated attention rather than repeating the same interventions without progress.

Aligning Academic Support with School-Day Goals

California urges afterschool programs to be more than homework clubs. The state’s Expanded Learning Opportunities Program (ELO-P) law defines these initiatives as spaces to address academic, social, emotional, and physical needs simultaneously, but that does not require replicating the day’s lectures. Instead, programs are encouraged to align with standards and classroom curricula in engaging ways. Tutors might plan literacy activities that reinforce a recent language arts unit or design math games tied to fractions if teachers noted that students struggled with that concept. Project-based learning offers a chance to spark students’ interest while reinforcing Common Core skills.

Some districts use a Multi-Tiered System of Supports (MTSS) framework for academic interventions after school, pairing small-group or one-on-one tutoring with data from classroom assessments. If a student’s recent math quiz shows a gap in foundational skills, they can receive targeted instruction. Meanwhile, another student might select a robotics club that weaves science, technology, engineering, and math skills into a fun group challenge. This dual approach can raise academic performance by offering strategic help to students who need it and providing enrichment for those who are on track.

For high schools, certain afterschool programs include credit recovery. Rather than handing students an online curriculum with minimal guidance, some schools assign credentialed teachers to supervise and ensure the curriculum meets district standards. This helps students earn valid credits while benefiting from smaller class sizes and a more supportive environment. In districts that have adopted this model, high school students often report feeling less stigma about repeating courses, since the afterschool component is recognized as part of the school’s broader academic plan.

Coordination with Principals and Teachers

One of the most significant factors in an afterschool program’s success is the involvement of administrators and teachers. Some school principals treat afterschool as a separate operation, which limits communication and access to resources such as computer labs and libraries. Principals who support full collaboration remove these barriers, integrate the program into the school day’s rhythms, and help shape academic and behavioral policies to be consistent across both settings. Teachers who devote time to afterschool activities—either through leading homework assistance or simply consulting with tutors—provide valuable guidance on which skills to address and how to handle classroom challenges.

Many afterschool staff members benefit from the same professional development that the district offers teachers. If teachers attend a workshop on student trauma or a new math curriculum, inviting afterschool staff to participate builds a sense of shared purpose. Staff members may then reinforce the same strategies when school ends, giving students a consistent experience.

Practical Steps for Implementation

Use Shared Data: Select a simple method for tracking students’ homework progress, attendance patterns, and SEL observations. When tutors log this data, teachers and counselors can adjust interventions quickly. Some districts adopt a shared spreadsheet that both day and afterschool staff can review.
Design for Engagement: Align academic content with creative, hands-on activities that students find meaningful. Whether that means cooking clubs with math content or art projects connected to social studies, students see a direct application of their learning. That approach increases motivation, which in turn fosters better attendance.
Set Clear SEL Objectives: Staff should explicitly teach and practice conflict resolution, emotional regulation, and teamwork. This might involve short debrief circles at the end of each day where students reflect on cooperation and discuss any interpersonal issues.
Offer Tiered Academic Support: Not every student needs the same level of assistance. Use teacher input or assessment data to identify those who would benefit from small-group tutoring, and provide more general homework support or enrichment for everyone else.
Invite Teacher Collaboration: Even a short email from a teacher listing focus areas can help staff plan the evening’s activities. Regular check-ins between teachers and afterschool leads make academic interventions more powerful and consistent.
Link Credit Recovery with School Requirements: For high schools, ensure that any credit-bearing course offered after school matches district and state standards. Having administrators sign off and teachers supervise or design the curriculum keeps it aligned with graduation requirements.

Measuring Results and Adjusting

Continuous improvement can keep your program focused and effective. Look at attendance changes, disciplinary incidents, and students’ academic performance. If discipline referrals drop and attendance rises, that may indicate SEL strategies are working. If certain academic areas still need improvement, consult teachers and students for feedback. Adjust the activities, group sizes, or tutoring methods. Invite families to share input on whether they see differences in their children’s attitude or classwork at home. These conversations can help you refine the balance between academics and SEL, making your program more responsive to student needs.

Research shows that when afterschool is structured thoughtfully—with SEL interwoven into project-based academics—students experience a range of benefits, from better attendance to higher graduation rates. The implication is clear: compliance with state guidelines can go hand-in-hand with meaningful support for students’ social and emotional development. By forging strong ties with school administrators and teachers, creating varied and engaging academic sessions, and systematically cultivating social-emotional skills, an afterschool program becomes a vital extension of the school day. Students receive the targeted help they need, while also developing the behaviors and attitudes that allow them to engage fully with their education.

Chapter Summary

Chapter 10 addresses the challenge California afterschool administrators face in balancing academic support with social-emotional learning (SEL) requirements. Rather than viewing these as competing priorities, the chapter demonstrates how SEL competencies directly enhance academic success through improved attendance, behavior, and engagement. It outlines how creating safe, inclusive environments fosters a sense of belonging that reduces disciplinary incidents and dropout rates. The chapter emphasizes the importance of aligning afterschool activities with school-day goals through strategic coordination with teachers and principals, while avoiding simply replicating classroom instruction. It presents practical implementation strategies including shared data systems, tiered academic support, and explicit SEL objectives. By integrating SEL into project-based academics and maintaining strong connections with school staff, administrators can create programs that satisfy state requirements while providing meaningful academic support that genuinely improves student outcomes and reduces administrative complexity.

Key Takeaways

Social-emotional learning directly contributes to academic success, with research showing that programs using evidence-based SEL methods improve attendance, grades, and behavior—creating measurable benefits for both students and school districts.
Consistent communication between afterschool staff and classroom teachers allows for targeted academic interventions that address specific student needs without duplicating ineffective approaches.
Programs that balance academic support with engaging, hands-on activities maintain higher attendance rates and student motivation than those focused solely on homework completion.
Involving afterschool staff in school professional development creates a unified approach to student support, reducing confusion and strengthening the impact of both daytime and afterschool interventions.
Using a tiered support system allows administrators to efficiently allocate resources by providing general enrichment for most students while targeting intensive tutoring to those with specific academic needs.
Regular measurement of attendance patterns, disciplinary incidents, and academic performance provides clear indicators of program effectiveness and guides adjustments to maintain the right balance of SEL and academic support.

Potential Approaches to Consider

This chapter focuses on conceptual frameworks for integrating SEL and academic support rather than prescribing specific administrative actions. Below are optional approaches that some programs have found helpful—consider which, if any, might be valuable in your specific context:

Communication Options

Consider whether a simple shared document between teachers and afterschool staff might streamline information sharing about student needs
Explore opportunities for brief, focused check-ins with school principals about resource access that could benefit your program
Look for existing communication channels that might be adapted to share classroom focus areas without creating additional work

Program Structure Possibilities

If SEL is a priority, short group reflection activities (even just 5 minutes) can be integrated into existing program components
For programs with varied academic needs, consider whether grouping students with similar needs during certain activities might maximize staff effectiveness
High school programs offering credit recovery may benefit from periodic alignment checks with school requirements to ensure student work counts toward graduation