Understanding the Attacks on Social–Emotional Learning: Strategizing on the Response and Advocacy of School Mental Health Practitioners

Since 2020, a network of actors and organizations have united in the implementation of education censorship—posing school-wide implications and impositions on the practice of mental health practitioners. States have outlined race and diversity curricula bans, sports and restroom bans, anti-Diversity, Equity and Inclusion legislation, and laws to undermine Social–Emotional Learning. In this paper, we explore the impact of education censorship and anti-Social-Emotional Learning legislation in relation to school mental health. To discuss the responses and advocacy of school mental health practitioners, we provide an overview of education censorship, noting the scope, prevalence, and evolution of topics to explicate a deeper understanding of the legislative action imposed over the last few years. Next, we delineate three non-exhaustive explanations of the legislation: the evolution of education censorship, education governance and corporate curricula control, and the shift to transformative Social–Emotional Learning. To strategize on how to respond to these trends we provide two alternative response pathways, offer implications, and discuss aspects of advocacy, resistance, and action. In conclusion, we provide a discussion to extend each response pathway, providing additional considerations, implications, and outline calls for action.