There are still many people that remain unconvinced that a focus on children’s social and emotional development[1] is much more than an “add on”, something that is “nice to do”, “motherhood and apple pie” or “fluff.”

Do you still need convincing?  

Or do you need to convince others of the importance of promoting well-being?

Here are the three most compelling arguments for making Heart-Mind well-being a priority. Let’s dive straight into the money.

#1 The ECONOMIC ARGUMENT

Jobs, Jobs, Jobs: what are the top 21st century employment skills?

The OECD (Organization for Economic Cooperation and Development) and UNESCO are among the international bodies that have concluded that new realities demand that people bring a different set of competencies to the workforce than what was previously considered required for success. In the 1970’s writing, computation and reading made the top of the list of skills most sought after by employers.  Today teamwork, problem solving and interpersonal skills trump the list. Research shows that people who are able to work with one another, manage stress and be resilient are better able to enter, stay in and progress in the workforce today. These essential qualities for employment translate directly to having Heart-Mind well-being.

A return on investment of 11:1 is something to pay attention to!

Coined “the heart payoff,"[2] it makes fiscal sense to invest in the social and emotional development of children and youth. A study out of Columbia University[3] looked at social and emotional learning interventions in terms of their economic value.  Researchers found that for every dollar it cost to implement social and emotional learning programs in a classroom, eleven dollars in savings[4] was realized.

#2 The EDUCATIONAL ARGUMENT

But time spent on social skill building is time away from reading, writing and arithmetic!

FALSE! That commonly held sentiment is completely wrong. Groundbreaking studies[5] show that core academic learning actually increases with an investment of time, money and energy into social and emotional learning during school hours. In fact the studies showed:

• Improved attendance

• Improved social and emotional skills, e.g., self-awareness, self-management, etc.

• Improved attitudes about self, others, and school

• Improved prosocial school and classroom behavior

• Reduced conduct problems (behavior), such as classroom misbehavior and aggression

• Reduced emotional distress, such as anxiety and depression

...and here’s the kicker:

• An 11 % improvement in academic performance measured using standardized achievement test scores.

#3 The SOCIETAL ARGUMENT

Brain science tells us that social and emotional development can be taught, can improve and has an impact on health, wealth and public safety for generations!  

Social and emotional skills are malleable and sticky!

“Heart-Mind” skills can be learned through the environments we provide to children, the way we relate to children and what we model, and through explicit instruction[6] of skills and abilities. Not only can we teach the skills, but research shows that there is a “stickiness of social and emotional learning[7]” so that when we develop “Heart-Mind” skills, they stay with us overtime.

We can prevent social problems!

One long-term study[8] followed a group of 1000 children from birth to 32 years. Researchers found that Heart-Mind qualities (in particular self-management) developed in childhood predicts the following in adolescence and adulthood:

• physical health

• substance dependence

• personal finances

• criminal offending outcomes

• child aggression

• delinquency

• violence

• mental health

Societies are improved at a genetic level!

The emerging science of epigenetics[10] is proving that early experiences alter human biology and development at a genetic level. Research has shown, in fact, that conditions such as maternal health and education, nutrition, environmental toxins, poverty, and parenting practices all affect how our DNA is expressed. It is shown that changes in DNA expression influences people’s capabilities and potential.

“We already know enough to say that children who are at risk can benefit from nutritional, financial, educational and emotional interventions...What we know is that we can help children who, through no fault of their own, are at risk of failing to live up to their potential.” Dr. Tom Boyce

Feeling equipped with cold, hard facts to promote positive human qualities? For some visual tools, share the following videos with family, colleagues, employers and policy makers!

Dr. Kim Schonert-Reichl: Why Educate The Heart

Dr. Adele Diamond: The most important thing to do as a parent.

Dr. Clyde Hertzman on Aggression and Bullying