We are excited to share the publication of a new book chapter, Beyond the Script: A Roadmap for Reframing SEL for Preservice Educators in an Era of Prepackaged Curriculum, co-authored by Dr. Rachel Satter (Oregon State University), Dr. Rebecca Baelen (CRTWC, Executive Director), and Dr. Halley Maza (CRTWC, Director of Learning Innovation & Research). Published in Critical and Theoretical Perspectives on Scripted Curricula (IGI Global, 2026), the chapter explores the growing use of scripted social and emotional learning (SEL) curricula in schools and considers how we can best prepare educators to implement these programs, but also equip them to move beyond scripted curricula to integrate SEL more organically and authentically into academic instruction. The chapter also examines what it means to prepare preservice teachers for the complex work of supporting the whole learner in K–12 classrooms. Our chapter is available for purchase here, and below is an overview of its impact and opportunity!
While scripted curricula can provide valuable resources, structure, and support for educators, they are not a substitute for the professional judgment, relational capacity, reflection, and social, emotional, and cultural competencies required to effectively meet the needs of diverse learners. The chapter argues that the central challenge is not the existence of scripted curricula themselves, but whether educators are adequately prepared to thoughtfully interpret, adapt, and implement curricula in ways that are responsive to the unique strengths, identities, experiences, and contexts of their students.
Roadmap of Preservice SEL Integration. The chapter presents a roadmap for educator preparation that centers the development of a social, emotional, and cultural lens in new teachers and highlights the interconnected supports needed to prepare educators for responsive and equitable SEL implementation.
Drawing on our Anchor Competencies Framework, the chapter argues that effective SEL implementation requires more than fidelity to a curriculum. It requires educators to develop a social, emotional, and cultural (SEC) lens and corresponding competencies to understand their own and students’ contexts, build authentic relationships, and make instructional decisions that support both learning, well-being, and social-emotional growth.
Through case studies, examples from practice, and recommendations, the chapter offers a roadmap for supporting teacher preparation programs and teacher educators to ultimately equip candidates with the competencies, dispositions, and reflective practices necessary to foster social, emotional, and academic learning in K–12 classrooms.
This publication reflects one of CRTWC’s core beliefs—that meaningful change happens through relationships and collaboration. We are grateful for the opportunity to collaborate with Dr. Rachel Satter (Oregon State University) on this chapter and for the expertise, insight, and thought partnership she brings to this work. Partnerships like these exemplify the collaborative spirit at the heart of CRTWC and strengthen our collective efforts to support educator development and student thriving.
Whether you’re a teacher educator, a practitioner, or an advocate for thriving schools, we think you’ll find something in these pages that changes how you think about SEL — dive in.
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