Why SEL Belongs in MTSS

Picture a student who starts the day upset after a conflict on the playground. By the time math begins, their attention is scattered, their frustration builds, and they struggle to stay on task. It’s not that they can’t do the work…their emotions simply haven’t caught up to the learning. Teachers see this every day and know that emotional readiness and academic success go hand in hand.

That connection is at the heart of social emotional learning (SEL). SEL refers to the process through which students develop self-awareness, manage emotions, build healthy relationships, and make responsible decisions. These are not “extra” skills. They’re essential to how students learn, behave, and grow. When schools intentionally teach and reinforce SEL, students gain tools to regulate emotions, communicate clearly, and solve problems more effectively.

In many schools, SEL and academic instruction have traditionally existed as separate initiatives. But integrating SEL in MTSS changes that. A multi-tiered system of supports (MTSS) offers a structured way to address students’ academic, behavioral, and emotional needs in one unified framework. Through MTSS, schools can layer their supports so that every student, from those who thrive with universal instruction to those who need targeted or individualized help, receives the right level of care.

This approach reflects a commitment to supporting the whole child. By embedding social emotional learning into MTSS, schools move beyond test scores and behavior charts to create learning environments where safety, empathy, and connection drive achievement. Across the country, more districts are adopting this combined model. They are recognizing that when students feel seen, supported, and capable of managing their emotions, their academic outcomes follow.

Connecting SEL and MTSS: Building a Unified Framework

At its core, a multi-tiered system of supports (MTSS) is a framework that helps schools meet the diverse needs of all learners through layered, data-driven interventions. When we talk about integrating SEL into MTSS, we’re talking about weaving social-emotional development into every layer of those supports so that emotional well-being and academic learning reinforce one another rather than compete for attention.

SEL fits naturally within the three-tier model of MTSS.

At Tier 1, all students receive universal SEL instruction embedded in daily routines and classroom culture: activities that teach emotional regulation, empathy, and positive communication. At Tier 2, small-group or targeted supports focus on students who need extra help developing social skills, managing behavior, or coping with stress. Finally, Tier 3 provides intensive, individualized interventions for students with significant social-emotional or behavioral needs, often in collaboration with school counselors, psychologists, or outside professionals.

This alignment is powerful because it ensures SEL shouldn’t be an afterthought. Instead, it becomes a consistent thread running through academic, behavioral, and wellness efforts. When schools build an MTSS and SEL framework, they create a unified approach that strengthens relationships, promotes equity, and supports measurable academic growth. Research from organizations like CASEL (Collaborative for Academic, Social, and Emotional Learning) and the Council of Chief State School Officers (CCSSO) emphasizes that SEL is most effective when embedded within systemic structures like MTSS. This helps schools create climates where students feel safe, valued, and ready to learn.

Recent studies echo that integration improves both student outcomes and staff capacity. Teachers report higher engagement, fewer discipline incidents, and stronger collaboration when SEL is built into the systems that already guide instruction and intervention.

Perhaps most importantly, SEL within MTSS isn’t a standalone program or a one-time curriculum…but a way of doing school. It shapes how teachers greet students, how peers resolve conflict, and how leadership teams use data to guide decisions. By building SEL into every tier of MTSS, schools move from isolated initiatives to a unified system where emotional learning is part of the foundation. 

 

Tier 1: Universal SEL Supports for All Students

In an effective MTSS framework, Tier 1 SEL supports will form the foundation for every student’s social and emotional growth. These universal practices are preventive, proactive, and woven into daily instruction rather than delivered as standalone lessons. When implemented consistently across classrooms, universal SEL helps students build skills in self-awareness, self-management, relationship building, and responsible decision-making—skills that underpin both academic and behavioral success.

Tier 1 focuses on what all students receive. This might look like brief morning meetings that build community and set a positive tone for the day, or emotion check-ins that allow students to name and regulate their feelings before learning begins. Cooperative learning activities, peer partnerships, and classroom jobs also promote empathy and teamwork. These small moments reinforce that every student has a place and a voice, which in turn improves engagement and reduces behavioral challenges.

SEL in MTSS also extends beyond individual classrooms. Schoolwide expectations, such as shared routines, calm-down areas, and visual reminders of emotional vocabulary, create a consistent environment where students know what to expect and how to respond. The goal is to make SEL visible everywhere: in hallways, during recess, and throughout transitions.

Staff modeling plays a critical role in this work. When teachers and administrators use SEL language themselves (acknowledging emotions, practicing reflection, and showing empathy) they set the tone for students to do the same. Modeling calm responses during conflict or frustration shows students what regulation looks like in real life. Over time, these habits become part of the school’s culture rather than a separate initiative.

 

Building a Positive School Culture

Strong schoolwide supports are the glue that holds Tier 1 SEL practices together. Culture and consistency matter just as much as curriculum. When students experience predictable routines, caring relationships, and clear communication across all settings, they develop a stronger sense of safety and belonging. 

School leaders play a key role in shaping this whole child MTSS environment. Encouraging staff to use a shared SEL language builds coherence between classrooms, while team collaboration ensures that teachers, counselors, and related service providers work toward the same goals. Leadership teams can also strengthen buy-in by celebrating “SEL wins.” For example, highlighting a class that improved peer problem-solving skills or recognizing a student who showed empathy toward a classmate.

Ultimately, Tier 1 SEL is about prevention and connection. By embedding emotional learning into everyday experiences, schools create a culture where kindness, respect, and reflection are the norm—and where every child has a solid foundation for success before more intensive supports are ever needed.

 

Tier 2: Targeted SEL Interventions

While Tier 1 lays the foundation for social-emotional learning across the entire school, some students need additional help developing specific skills. Tier 2 SEL interventions provide that next layer of support: targeted, small-group strategies for students who show early signs of social, emotional, or behavioral challenges but do not require individualized or intensive services.

These targeted supports typically focus on building specific skills such as managing frustration, improving impulse control, or strengthening peer relationships. For example, a counselor or behavior specialist might lead small group SEL sessions on coping with anxiety, practicing positive communication, or resolving conflicts. Groups usually meet weekly for short, focused lessons that blend modeling, discussion, and role-play. The goal is to give students tools they can immediately apply in the classroom, helping them feel more confident and connected in school life.

Early identification is critical to Tier 2 success. Schools often use SEL screeners, teacher observations, or behavior referral data to identify students who might benefit from extra support. These screenings aren’t meant to label students. They’re tools for prevention, ensuring that small concerns don’t grow into bigger barriers. When educators intervene early, they help students build skills before challenges begin to affect academics or relationships.

Collaboration also matters. Teachers, counselors, and family members can share insights about what triggers stress for a student and what strategies seem to help. When the same language and expectations are reinforced across home and school, students experience greater consistency and faster progress.

 

Using SEL Data to Guide Tier 2 Supports

Data helps schools refine their Tier 2 SEL interventions and ensure they’re making a measurable difference. Effective teams rely on SEL data tools to monitor how students are responding to support, adjust instruction, and determine when additional help may be needed.

This doesn’t require complex software. Simple strategies like behavior frequency charts, daily emotion scales, or short student reflections can reveal important trends. Teachers might track how often a student uses coping skills during the week or note whether they’re engaging more positively with peers. These forms of SEL progress monitoring provide real-time feedback and allow educators to celebrate small wins, like a student calmly asking for a break instead of shutting down during frustration.

When data shows growth, schools can gradually fade supports, empowering students to manage their emotions independently. If challenges persist, the data helps guide next steps, whether that means revising small group lessons or considering more individualized interventions.

By combining data, reflection, and teamwork, schools make Tier 2 SEL both strategic and compassionate. This ensures that every student receives the right amount of support at the right time.

Tier 3: Intensive SEL Supports and Collaboration

Tier 3 SEL supports are the most intensive and individualized layer within a school’s MTSS framework. These interventions are designed for students who demonstrate significant social-emotional or behavioral needs that go beyond what can be addressed through Tier 1 or Tier 2 supports. At this level, schools provide targeted, one-on-one interventions that align with each student’s unique goals, strengths, and challenges.

Tier 3 often involves close collaboration among multiple professionals: school psychologists, counselors, social workers, and special education teams, to ensure consistent care. Together, they develop individualized SEL plans that might include counseling sessions, behavior intervention plans, or personalized skill-building activities. The goal is to create a wraparound system that supports both emotional regulation and academic engagement.

Technology also plays a growing role in expanding access to Tier 3 supports. Teletherapy or virtual counseling can help schools reach students who might otherwise face barriers such as limited staffing or transportation challenges. These platforms enable consistent check-ins, progress monitoring, and family collaboration while maintaining privacy and alignment with broader MTSS goals.

When SEL Intersects with Mental Health

At the Tier 3 level, the line between social-emotional learning and mental health support can sometimes overlap. Trauma-informed MTSS frameworks recognize that emotional and behavioral patterns often stem from deeper experiences, such as stress, loss, or adverse childhood events. By integrating trauma-informed care into SEL, schools can provide safe, predictable environments where students feel seen and supported.

However, it’s important to clarify the boundary between SEL instruction and clinical mental health services. SEL instruction focuses on teaching skills like emotion regulation, empathy, and decision-making within the classroom context. Clinical support, on the other hand, addresses diagnosed mental health conditions that require therapeutic intervention.

A well-functioning MTSS framework ensures these areas work in partnership rather than isolation. Teachers reinforce core SEL skills in daily routines, while mental health professionals provide targeted care when students’ needs extend beyond the classroom. This layered approach ensures that every student receives the right level of support (academic, social, and emotional) within a cohesive, schoolwide system.

 

Aligning SEL and Behavior Supports

A common misconception in schools is that social-emotional learning (SEL) and behavior support systems operate independently. In reality, SEL and behavior frameworks like Positive Behavioral Interventions and Supports (PBIS) are most effective when they work together. When aligned, they create a unified approach that addresses both the why and the how behind student behavior.

PBIS provides the structure: clear expectations, consistent routines, and a data-driven system for recognizing and responding to behavior. SEL, meanwhile, builds the skills students need to meet those expectations. It helps students understand their emotions, manage impulses, make responsible choices, and build positive relationships. Together, these two systems form a powerful combination: PBIS establishes the environment, while SEL strengthens the internal skills students need to thrive within it.

Aligned practices make this connection visible across classrooms and school settings. For example, calm-down zones give students a designated space to practice self-regulation before rejoining an activity. Restorative conversations turn discipline moments into opportunities for reflection and repair, helping students take ownership of their actions while maintaining trust. Reinforcement systems such as behavior points, shout-outs, or class celebrations can be tied to SEL competencies such as empathy, cooperation, or perseverance.

When SEL and PBIS are intentionally linked within an MTSS framework, schools move beyond managing behavior to truly shaping it. Students not only learn what is expected but also gain the emotional tools to meet those expectations with confidence and care. This integration promotes a positive, consistent culture where academic learning and emotional growth go hand in hand.

 

Monitoring SEL Progress and Implementation Fidelity

One of the most effective ways to sustain meaningful social-emotional learning within a multi-tiered system is to track what’s working, and where exactly students may need more support. SEL progress monitoring helps schools understand whether their strategies are actually improving students’ emotional skills, relationships, and classroom behavior. It also gives educators a way to celebrate growth, adjust instruction, and ensure SEL practices stay consistent across all tiers.

Schools can collect SEL data in several ways, depending on their goals and available tools. Teacher observations are often the first step, offering valuable insight into how students apply SEL skills during daily routines. For example, teachers might note when a student successfully uses breathing techniques after frustration or engages more respectfully with peers during group work. Student reflection journals and emotion check-ins provide a window into self-awareness, while brief schoolwide surveys can capture broader patterns in belonging, safety, and climate. Many districts also use formal SEL data tools, such as rubrics or rating scales aligned with CASEL competencies, to measure student progress more systematically.

Consistency matters as much as data itself. Regular fidelity checks (simple reviews to confirm that SEL lessons and routines are being implemented as intended) help ensure quality across classrooms and grade levels. Leadership or MTSS teams can hold data meetings to examine patterns, celebrate success stories, and identify areas for additional coaching or support. When teachers see that their efforts are improving student confidence and engagement, they’re more motivated to sustain those practices.

Importantly, SEL data should always be viewed as a tool for support, not surveillance. The goal isn’t to evaluate students in a punitive way but to understand their needs more deeply. Data helps schools adapt, not judge. It allows educators to respond with empathy, shifting from “What’s wrong with this student?” to “What skill or environment might this student need right now?”

By integrating SEL into MTSS with thoughtful data collection and reflection, schools can create a cycle of continuous improvement which is grounded in compassion, transparency, and a shared commitment to helping every learner thrive emotionally as well as academically.

 

Implementation Roadmap: Bringing SEL into MTSS

Bringing SEL within MTSS to life requires more than adding lessons or adopting a new curriculum. You need to build systems that help social and emotional learning thrive schoolwide. For school leaders, implementation begins with a clear plan that emphasizes collaboration, consistency, and communication at every stage.

Below is a step-by-step guide for implementing SEL in MTSS effectively:

1. Build a shared vision and leadership team.
   Start by forming a team that includes administrators, general and special educators, counselors, and related service providers. This group should define why SEL matters for the school community and how it aligns with the district’s existing MTSS framework. A shared vision helps ensure every stakeholder, from teachers to families, understands that SEL is not an add-on, but a key part of academic and behavioral success. 
2. Select SEL goals and indicators aligned to your MTSS plan.
   Identify measurable goals that reflect student growth and system effectiveness. These may include improving school climate, reducing behavior referrals, or strengthening self-regulation skills. Use existing MTSS structures, such as data teams or student support meetings, to integrate SEL indicators alongside academic and behavioral metrics. 
3. Provide staff training on SEL practices.
   Professional learning is critical for success. Offer workshops that model SEL strategies like active listening, restorative conversations, or emotional check-ins and connect these practices to the three MTSS tiers. When educators experience SEL firsthand, they’re more likely to weave it authentically into instruction and interactions with students. 
4. Pilot Tier 1 supports and gather feedback.
   Start small by introducing universal SEL routines such as morning meetings or weekly classroom check-ins—across a few grade levels. Gather input from teachers, students, and families about what’s working and what feels natural. This pilot phase provides valuable insight before scaling to a full-school implementation. 
5. Review data regularly to adjust and expand supports.
   Incorporate SEL into ongoing MTSS data cycles. Use surveys, student reflections, and staff feedback to evaluate progress and identify emerging needs. Over time, refine the supports, adding Tier 2 small-group interventions or Tier 3 individualized counseling as data indicates. 

Throughout the process, emphasize consistency, collaboration, and communication. The best SEL systems are those where every adult models empathy, uses shared language, and reinforces common expectations. Aligning SEL with MTSS ensures that no student slips through the cracks and that emotional growth is supported just as intentionally as academic learning.

 

Professional Learning and Collaboration

Sustaining SEL within MTSS depends on continuous growth for educators too. Regular SEL professional development gives teachers time to practice, reflect, and refine their approaches. Schools might establish learning communities where staff discuss data trends, share classroom strategies, or model SEL practices during faculty meetings.

Collaboration between general and special education teams also strengthens implementation. When teachers, specialists, and related service providers co-plan around SEL goals, students experience a consistent message and shared strategies across settings. For example, a counselor’s self-regulation techniques can be reinforced in a classroom lesson or speech therapy session.

Ongoing MTSS training ensures that all staff understand how SEL fits into the broader system of supports. When educators see how social and emotional learning drives academic resilience, they begin to view SEL not as another initiative, but as the framework that helps every child, and every adult, succeed together.

Conclusion: Supporting Every Learner Through SEL and MTSS

Integrating SEL into MTSS builds systems that support the whole child: academically, socially, and emotionally. Data identifies needs, but human connection drives real growth. When educators, counselors, and therapists work together, schools create compassionate, consistent environments where every learner can thrive.

Lighthouse Therapy helps schools strengthen SEL through teletherapy and whole-child MTSS supports. Listen to our Brighter Together episode, “Teaching the Whole Child: Balancing Academics and Emotional Growth”, to hear how this balance comes to life in practice.

Frequently Asked Questions About SEL in MTSS

Q: What does SEL look like in an MTSS framework?
A: In an MTSS framework, social-emotional learning (SEL) is woven into every layer of support. At Tier 1, all students benefit from universal SEL instruction, activities that build self-awareness, empathy, and responsible decision-making. Tier 2 offers targeted small-group interventions for students who need extra support in managing emotions or peer relationships. Tier 3 provides intensive, individualized SEL plans in collaboration with counselors or mental health professionals. When SEL is integrated into MTSS, it becomes part of a school’s daily rhythm rather than a separate initiative.

Q: How can schools measure SEL progress?
A: Schools can monitor SEL progress through a combination of observations, student self-assessments, reflection journals, and schoolwide climate surveys. Data meetings and fidelity checks help ensure SEL practices are being implemented consistently across classrooms. Rather than focusing on compliance, SEL progress monitoring should guide meaningful conversations about how students are growing in skills like self-regulation and collaboration. The goal is to use data as a tool for support, not surveillance.

Q: How are SEL and behavior supports connected?
A: SEL and behavior systems are deeply connected, with each reinforcing the other. Positive Behavioral Interventions and Supports (PBIS) provide the structure, while SEL builds the underlying skills students need to succeed within that structure. For example, calm-down zones, restorative conversations, and reinforcement systems all blend behavioral expectations with social-emotional skill building. Aligning SEL with PBIS creates a consistent language of care, accountability, and respect across the school community.

Q: What role do teachers play in Tier 1 SEL?
A: Teachers are central to Tier 1 SEL supports. They model emotional regulation, embed SEL lessons into daily instruction, and create classroom routines that promote belonging and respect. Simple strategies like morning check-ins, cooperative learning activities, or guided reflection prompts help reinforce core SEL competencies. When teachers intentionally cultivate these skills across subjects, SEL becomes part of the classroom culture, setting a strong foundation for higher tiers of support within the MTSS framework.