Dear Commissioner Edelblut, Members of the State Board of Education, and Executive Councilors: 

I’m attaching a publication from CASEL to advance Social and Emotional competencies in each state. 

I have been an outspoken critic of SEL in our schools for numerous reasons. The data mining of mental health information by SEL vendors is a huge problem that is not being addressed. As some states have developed SEL standards or competencies for their students, I would caution you from engaging New Hampshire in this agenda going forward. 
https://www.academia.edu/111781831/State_Standards_to_Advance_Social_and_Emotional_Learning_Findings_from_CASELs_State_Scan_of_Social_and_Emotional_Learning_Standards_Preschool_through_High_School_2014?email_work_card=title

As we shift to a new Commissioner later this year, my hope is that this appointee will not take New Hampshire down this path.  SEL is a way for schools to assess a child’s values, beliefs and attitudes in the classroom. SEL can also be used to shape the values, beliefs and attitudes of the students. This is not the responsibility of the state, but instead, the parents of that child. While some of this may sound good, because we all want to instill good character traits into children, SEL has now become a profitable commodity which has presented a bigger problem. 

The state should never develop SEL competencies that can be used in a classroom to assess or influence a child’s dispositions; especially if those values contradict the family’s values. We have examples of states developing SEL competencies, so we can see that these states are trying to influence a child’s values.  This is an overreach by these States into shaping the values of students in the public schools.

California’s SEL Competencies
Description of the competency, key ideas, and examples.
The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose. Self-awareness includes abilities such as:

Integrating personal and social identities
Identifying personal, cultural, and linguistic assets
Identifying one’s emotions
Demonstrating honesty and integrity
Linking feelings, values, and thoughts
Examining prejudices and biases
Experiencing self-efficacy
Having a growth mindset
Developing interests and a sense of purpose
Reflecting on one’s personal role and contributions within a community.

This is how some SEL programs infuse the Anti-racist identity, and Gender identity, into their SEL programs. Not only are they influencing children into these worldviews, students are graded on their SEL competencies. If they do not pass their competencies they are remediated until they exhibit the correct attitudes.  

I presented you with evidence that Merrimack schools are using Second Stepfor their SEL program, and Second Step incorporates anti-racist worldviews. 

The report shows that Second Step touts “power and privilege,” which are tenets of Critical Race Theory, as one of the three main factors for bullying. It also teaches children how to be social justice activists and points children toward sexual topics that break state law. “Parents are unaware that concepts like Critical Race Theory and Comprehensive Sex Education are being taught under the guise of Social Emotional Learning programs like Second Step,” Logan said, “and that has to change.” 

Some of this is happening at the local level, which needs to be addressed, but it’s important that the Department of Education doesn’t add to this problem. 

Ann Marie Banfield 

TRUST REQUIRES TRANSPARENCY