Anoka-Hennepin School Board Delays Decision On Social Emotional Learning Curriculum

Anoka-Hennepin School Board Delays Decision on Social Emotional Learning Curriculum

Andover, MN - After a year of extensive discussion and community feedback, the Anoka-Hennepin School Board has deferred a decision on the future of its Social Emotional Learning (SEL) curriculum. The board opted to table the matter during a lengthy five-hour meeting held on Monday, May 5, 2025, citing the need for further clarification regarding the feasibility and implications of developing their own curriculum.

The current SEL curriculum in the Anoka-Hennepin School District has been the subject of ongoing debate and review. To gauge community sentiment, the district conducted a comprehensive survey over the past several months, gathering responses from both parents and teachers. The results of this survey indicated majority approval for the existing SEL programs currently in place across the district's schools.

Despite the positive feedback highlighted by the community survey, some board members have expressed interest in exploring the possibility of creating a curriculum developed internally by the district. This potential shift was a significant point of discussion during Monday's meeting.

Superintendent Cory McIntyre repeatedly addressed the board, raising concerns about the practicality of developing a new, in-house SEL curriculum. He emphasized that such an undertaking would likely require a substantial amount of additional time, potentially strain the district's existing staffing resources, and could prove to be significantly more expensive than utilizing or adapting existing, externally developed programs.

"As we've discussed, the development of a comprehensive and effective Social Emotional Learning curriculum from the ground up is a significant undertaking," Superintendent McIntyre stated during the meeting. "It would necessitate dedicated personnel with specialized expertise, extensive research, and a considerable amount of time for development, piloting, and refinement. We need to carefully consider if we possess the current manpower and financial resources to undertake such a project effectively and efficiently."

Several board members raised specific questions regarding the potential costs associated with hiring curriculum writers, the timeline for developing a new curriculum, and the potential for the district to adapt existing open-source or publicly available SEL materials. These questions prompted the board's decision to table the matter to allow for district administration to gather more detailed information and provide comprehensive answers.

Board Member [Insert Name of Board Member Who Moved to Table] moved to table the discussion, stating, "Given the significant questions raised regarding the development of our own curriculum, I believe it is prudent to table this item. We need to ensure we have a clear understanding of the resources required, the potential timelines, and a thorough comparison to our current programs and other available options before making such an important decision that will impact our students and staff." The motion to table was seconded by Board Member [Insert Name of Board Member Who Seconded] and subsequently passed by a majority vote.

The decision to table the SEL curriculum discussion means that the current programs will remain in place for the immediate future. The board is expected to revisit the topic at a subsequent meeting, the date of which has yet to be announced, after receiving the requested information from Superintendent McIntyre and his administration.

The debate surrounding the SEL curriculum reflects a broader conversation within school districts nationwide regarding the importance of addressing students' social and emotional well-being alongside academic learning. Proponents of SEL argue that it equips students with essential skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are crucial for success in school and life.

The Anoka-Hennepin School District's commitment to a year-long review process, including the community survey, underscores the importance the board places on this issue. The decision to gather further information before moving forward with any changes indicates a cautious and deliberative approach to ensuring the district provides the best possible support for its students' social and emotional development. The community will be closely watching for updates on when this matter will be brought back before the board for a final decision.