












































Georgia Journal of Literacy 
2025, Vol. 47(1), pp. 24–45 
https://doi.org/10.56887/galiteracy.191 
ISSN: 2833-7611 

Research Article    

 
 

 

CONTACT Dr. Forrest R. Parker III, Assistant Professor, Department of Teacher Education, Valdosta State University, 
Valdosta, GA; email fparker@valdosta.edu (https://orcid.org/0000-0002-0671-9097). Dr. Jodi Cronin, Assistant 
Professor, Department of Teacher Education, Valdosta State University, Valdosta, GA; email jcronin@valdosta.edu. 
 

Fostering Social-Emotional Learning in 
Children’s Books: An Analysis of Content and 
Quality  
 
Forrest R. Parker III 
Valdosta State University, Valdosta, GA 

Jodi Cronin 
Valdosta State University, Valdosta, GA 

 
ABSTRACT 

Social-emotional learning (SEL) is increasingly recognized as essential to children’s 
development, equipping them with tools for emotional regulation, positive 
relationships, and responsible decision-making. This quantitative study explores 
how SEL is represented in contemporary children’s literature, drawing on the 
Collaborative for Academic, Social, and Emotional Learning (CASEL) framework to 
analyze the frequency and quality of SEL themes across five core competencies: 
self-awareness, self-management, social awareness, relationship skills, and 
responsible decision-making. The study focuses on two primary research questions: 
(1) Which SEL themes appear most frequently in children’s books based on rubric 
scores? and (2) How do literary and artistic rubric ratings relate to the effectiveness 
of SEL content? The study differentiates between the presence of SEL themes and 
the quality of their delivery. Findings highlight how children’s books can serve as 
powerful tools for modeling empathy and social understanding, offering valuable 
insights for educators, parents, and publishers seeking to support holistic child 
development through literature. 

KEYWORDS 

children’s 
literature; social 
development; 
social 
relationships 

 
ocial-Emotional Learning (SEL) has emerged as a crucial component of children’s 
development, emphasizing the importance of helping young learners acquire the skills 
needed to manage emotions, build healthy relationships, and make responsible decisions. In 

an increasingly complex world, the ability to navigate social and emotional challenges is essential 
for both personal well-being and academic success. SEL provides children with the tools they need 
to understand and manage their emotions, show empathy toward others, establish and maintain 
positive relationships, and make responsible choices. 
 Children’s literature plays a significant role in fostering these skills. Books that are rich in 
SEL content can serve as valuable resources for parents, educators, and children themselves. 
Through engaging stories and relatable characters, children’s books have the potential to introduce 
and reinforce SEL concepts in accessible and developmentally appropriate ways. Research 
suggests that when these texts are intentionally selected and used, they can model behaviors that 
support emotional growth, empathy, and social understanding (Doyle & Bramwell, 2006; Ludwig, 
2012; Shechtman, 2008). The narratives found in these books often model positive behaviors and 
provide children with examples of how to handle various social and emotional situations. As such, 

S 

mailto:fparker@valdosta.edu
https://orcid.org/0000-0002-0671-9097
mailto:jcronin@valdosta.edu


Parker & Cronin 25 
 

   
 

the intentional incorporation of SEL themes into children’s literature is a critical component in 
promoting holistic development. 
 While social-emotional learning (SEL) is widely regarded as a foundational component of 
student development, much of the existing research has focused on SEL implementation in school-
based programs and curricula (Devaney et al., 2005; Greenberg, 2023). Fewer studies have 
examined how SEL competencies are represented in children’s literature, particularly in terms of 
how narrative and artistic elements reinforce SEL messages. Because children’s books are 
frequently used in early education settings as both literacy and life-skills tools, there is a need to 
understand how effectively these books present SEL content—not only in terms of frequency, but 
in the quality and clarity of those messages (Doyle & Bramwell, 2006; Mondi & Reynolds, 2020). 
 This study addresses this gap by exploring not just how often SEL themes appear in 
children’s literature, but also how the literary and artistic quality of the books may contribute to 
the effectiveness of SEL communication. 
 
Research Objectives 
This study aims to explore both the presence and the quality of SEL content in contemporary 
children’s books. Specifically, it investigates the frequency with which key SEL themes appear 
and examines whether literary and artistic quality influences the perceived effectiveness of these 
themes. These are treated as two distinct areas of inquiry: representation does not imply 
effectiveness. Instead, the study seeks to better understand how often SEL themes appear and 
whether the way they are presented enhances their developmental impact on young readers. The 
primary research questions guiding this study are: 

1. Which SEL themes appear most frequently in children’s books based on rubric 
scores?  

2. How do rubric ratings of literary and artistic qualities correlate with the effectiveness of 
SEL content in children’s books? 

By addressing these questions, the study endeavors to provide a comprehensive analysis of the 
intersection between SEL content and the overall quality of children’s literature. 
 
Significance of the Study 
This research contributes to the existing literature on SEL by offering an in-depth analysis of its 
representation in children’s books. While previous studies have focused on the role of SEL in 
educational settings (Devaney et al., 2005; Greenberg, 2023), there is a growing need to understand 
how children’s literature can serve as an additional resource for promoting social-emotional 
learning skills. Children’s books that model emotional regulation, empathy, and responsible 
decision-making have the potential to shape not only how young readers understand emotions but 
also how they relate to others in meaningful ways (Ludwig, 2012; Shechtman, 2008).  
 Previous studies suggest that high-quality picturebooks can positively influence children’s 
SEL development by presenting relatable characters and situations that reflect real-world social 
dynamics (Mondi & Reynolds, 2020; Ursache et al., 2020). Moreover, integrating SEL themes 
through engaging narratives can support emotional growth, improve behavior, and enhance 
literacy outcomes (Deliman et al., 2024; Doyle & Bramwell, 2006). This study extends those 
findings by providing a quantitative analysis of both SEL content and literary/artistic quality, 
offering educators and publishers specific guidance on what constitutes effective SEL integration 
in children’s literature. 



26 Georgia Journal of Literacy 47(1)  
 

   
 

 The findings of this study will have practical implications for educators, parents, and 
publishers, offering guidelines on selecting and creating high-quality SEL-themed books that 
effectively support children’s social and emotional growth. Ultimately, this research underscores 
the potential of children’s literature as a powerful tool for fostering SEL and enhancing the 
emotional well-being of young readers. 
 
Theoretical Framework 
The theoretical foundation for this study is grounded in the Collaborative for Academic, Social, 
and Emotional Learning (CASEL) framework, which identifies five core competencies essential 
for social-emotional learning (SEL). These competencies (Table 1), social awareness, relationship 
skills, self-awareness, self-management, and responsible decision-making, are critical for the 
holistic development of children and serve as the guiding principles for evaluating and promoting 
SEL through children’s literature. 
 
Table 1: CASEL Core Competency Terms 

Term Definition 
Social Awareness CASEL (2020) defines social awareness as the ability “to understand the 

perspectives of and empathize with others, including those from diverse 
backgrounds, cultures, and contexts” (p. 2). 

Relationship Skills CASEL (2020) defines relationship skills as the ability “to establish and maintain 
healthy and supportive relationships and to effectively navigate settings with diverse 
individuals and groups” (p. 2). 

Self-Awareness CASEL (2020) defines self-awareness as the ability to understand one’s own 
emotions, thoughts, and values and how they influence behavior across contexts 
(p. 2). 

Self-Management CASEL (2020) defines self-management as the ability “to manage one’s emotions, 
thoughts, and behaviors effectively in different situations and to achieve goals and 
aspirations” (p. 2). 

Responsible Decision-Making CASEL (2020) defines responsible decision-making as the ability “to make caring 
and constructive choices about personal behavior and social interactions across 
diverse situations” (p. 2). 

 
The Role of Literature in Promoting SEL 

The Importance of SEL in Education 

Social and emotional learning (SEL) is one of the crucial aspects of the whole child learning 
process. However, it receives little or no attention in schools because the emphasis is on grades 
and the overall academic situation. The core of the “whole child” method is SEL, such that students 
are able to recognize and control their feelings, become empathetic and care about those in need, 
build relationships, make sound judgments, and solve difficult situations (Devaney et al., 2005).  
 
How Literature Supports SEL Competencies 

The five core competencies of social and emotional learning (SEL) outlined by the Collaborative 
for Academic, Social, and Emotional Learning (CASEL, 2019) can all be meaningfully supported 
through the integration of high-quality children’s literature. Extensive research has demonstrated 
that fostering these competencies leads to a range of positive student outcomes, including 
improved academic achievement, stronger interpersonal skills, enhanced school climate, and 



Parker & Cronin 27 
 

   
 

reduced emotional stress (CASEL, 2019; Devaney et al., 2005). Greenberg (2023) reinforces these 
findings by highlighting SEL’s long-term impact on student success, while Ursache et al. (2020) 
link early emotional understanding with later academic performance, especially in under-resourced 
communities. Furthermore, classroom-based SEL initiatives have been shown to strengthen 
students’ empathy, behavior, and overall emotional literacy (Kaur & Sharma, 2022). Collectively, 
these findings support the role of literature as a powerful tool for promoting SEL in 
developmentally appropriate and impactful ways. 
 
 Literature as a Classroom SEL Tool. One effective way to incorporate social-emotional 
learning in the classroom is through the use of children’s literature. Children’s books can become 
great resources for educators because they can be both enjoyable to read and very useful in 
teaching, reviewing, or reinforcing SEL themes. In addition, the length of many children’s books 
allows educators the opportunity to read multiple texts or reread previous texts without requiring 
a large time commitment. 
 
 Instructional Strategies for SEL Through Literature. High-quality children’s books can 
serve as valuable tools to model, reinforce, and review SEL components within a literacy 
curriculum. When thoughtfully selected, these texts provide opportunities for students to engage 
with SEL themes through relatable characters and meaningful narratives. Educators can enhance 
this experience through instructional strategies such as interactive read-alouds and repeated 
readings, which not only support oral language development and reading fluency but also foster 
social-emotional growth (Doyle & Bramwell, 2006). Research by Gunn et al. (2022) further 
suggests that engaging with multicultural picturebooks that emphasize SEL can increase student 
motivation and improve literacy outcomes. These approaches help students internalize SEL 
concepts while simultaneously developing essential literacy skills, making children’s literature a 
powerful dual-purpose tool in early education. 
 
 Extending SEL Themes Beyond Early Grades. The use of picturebooks to teach SEL is 
not limited to elementary-aged students. “Middle school students need consistent opportunities to 
learn about, practice, and discuss social emotional skills. These skills aid students in their 
behavioral and academic growth” (Short, 2022, para. 1). Most picturebooks can be read quicker 
than a novel as they are shorter in length, which allows the educator additional time to concentrate 
on the literary elements or the SEL components. Through the imaginative process that reading 
involves, children have the opportunity to do what they often cannot do in real life, become 
thoroughly involved in the inner lives of others, better understand them, and eventually become 
more aware of themselves (Shechtman, 2008). “The more competent children are in their SEL 
skills, the more successful they will be in school and in life” (Ludwig, 2012, para. 4).   
 
SEL Themes Reflected in Children’s Literature 

The importance of social-emotional learning in early childhood has led to a growing interest in 
understanding how these themes are being reflected in the books and stories that young children 
encounter. Several studies have examined how social-emotional skills and competencies are 
portrayed in children’s literature, highlighting how stories and characters support, or at times 
overlook, these critical developmental areas (Campagnaro & Ferrari, 2024; Doyle & Bramwell, 
2006; Health et al., 2017; Morton & Akram, 2022) Through their plots, conflicts, and character 



28 Georgia Journal of Literacy 47(1)  
 

   
 

arcs, these books help shape how young readers understand emotions, relationships, and their own 
social environments. 
 In the educational world, social and emotional learning (SEL) has reached high importance, 
showing persistent growth. Numerous studies have linked the development of SEL competencies 
to improvements in children’s well-being, academic performance, and long-term success 
(Devaney et al., 2005; Greenberg, 2023; Jones & Doolittle, 2017; Ursache et al., 2020). By 
integrating relevant themes and characters that model important SEL topics, children’s literature 
sources, such as picturebooks, have the potential to serve as a valuable tool for the development 
of the “whole child.”  
 
 Key Findings from SEL Literature Research. One area of research has focused on 
evaluating the extent to which children’s literature features the themes associated with the concepts 
of emotional management, empathy, and positive social connections. The studies of many 
children’s books pointed out that many books present the same fundamental skills related to the 
SEL process, such as emotional management, role-switching, and social relationship navigation 
(Devaney et al., 2005; Mondi et al., 2021; Mondi & Reynolds, 2020; Ursache et al., 2020).  
 High-quality children’s literature offers educators a practical means of integrating social-
emotional learning (SEL) into literacy instruction, particularly through intentional strategies such 
as read-alouds and repeated readings. These practices not only reinforce key SEL competencies 
by allowing students to engage with characters’ emotions and decisions but also promote oral 
language development and literacy growth (Doyle & Bramwell, 2006; Gonsalves et al., 2018). 
Read-alouds have been shown to increase student motivation and foster meaningful conversations 
about emotional experiences, especially when supported by engaging and inclusive texts (Gunn et 
al., 2022). Moreover, repeated exposure to SEL-themed literature enhances vocabulary acquisition 
and comprehension skills, while follow-up discussions and reflection activities deepen both 
reading and writing outcomes through dialogic engagement (Deliman et al., 2024; Gonsalves et 
al., 2018). Together, these strategies demonstrate the reciprocal benefits of using high-quality 
literature to support both literacy development and social-emotional growth in early childhood 
settings. 
 
Connecting SEL with the Science of Reading 

The quality of children’s books has long been a topic of debate, with many factors contributing to 
the overall excellence of these crucial educational and entertainment resources. One of the main 
factors of children’s books that is gaining attention is the role of the science of reading; this element 
has produced great strides in the comprehension of the cognitive processes involved in learning to 
read over the years.  
 
 Cognitive and Linguistic Foundations in Literature. The field of research in the science 
of reading revealed that different linguistic and cognitive factors are necessary in the process of 
reading, such as phonological awareness, orthographic knowledge, vocabulary, and 
comprehension. The basic components of reading ability are currently the main focus of the kids’ 
books’ making and checking processes, as the authors, illustrators, and publishers are 
demonstrating a trend to create materials that readers can fully enjoy and that will drive their 
literacy growth.  
 



Parker & Cronin 29 
 

   
 

 Story Structure and Comprehension Strategy Use. Good readers can use their 
knowledge of story elements (text features) to combine and activate additional comprehension 
strategies, to ask and answer questions, monitor story comprehension, predict and preview, 
connect to world knowledge, construct mental images, and summarize or retell (Honig et al., 
2018). Recognizing the story structure is a prerequisite to effective strategy use; therefore, having 
story elements and plots organized in a predictable format promotes reading comprehension. 
 
Selecting High-Quality Books for SEL Instruction 
As educators strive to nurture the essential SEL competencies, the selection of high-quality 
children’s books that integrate SEL principles has become a crucial consideration. It is just as 
important for educators to have a clear purpose for selecting a book to read to the students. A book 
could be selected to support an academic standard or skill, aligned to a thematic unit, used to 
motivate students to read similar texts, or support soft skills, including SEL (Weih, 2015). 
 
 Criteria for Evaluating SEL Books. When evaluating the quality of SEL children’s books, 
several key factors should be considered. Everyday Speech for Educators (2024) identified five 
key criteria for educators to consider when selecting SEL books, which are explained in Table 2.  
 
Table 2: Five Key Criteria Considerations When Selecting SEL Books 

Criteria Explanation 
Age-appropriate content The books should be developmentally appropriate, with language, themes, and 

content that align with the cognitive, emotional, and social abilities of the target age 
group. The students’ reading abilities, emotional maturity, and complexity of the text 
should be suitable. The book should address the content that is especially suitable 
for the targeted child group. In addition, educators should check that the manner, 
topics, and concepts are clear so that children can grasp the meaning. 

Relevance to students’ 
experiences and challenges 

Utilizing books that address similar topics or challenges that are relevant to the 
students will help them make a connection to the text. Additionally, the message is 
conveyed in a positive manner and supports emotional development. 

Engaging and interactive 
elements 

Books that are engaging with images or include interactive elements like questions, 
activities, or reflections may motivate students to engage with the text. The artwork 
within the book should fit the written text well and provide proper ideas and emotions 
respectively. The story should be child-friendly and have a thoughtful plot structure. 

Diversity and inclusivity 
representation 

Books should present characters and storylines that resonate with the diverse 
experiences and identities of the children. Representation and inclusivity are 
paramount in ensuring that all children can see themselves reflected in the 
narratives and characters. Characters should be well-realized and exhibit character 
growth as the story progresses. 

Alignment with SEL 
competencies and goals 

Books should effectively model and reinforce SEL competencies and goals that an 
educator wants to address in their classroom, such as self-awareness, self-
management, social awareness, relationship skills, and responsible decision-
making. The narratives and illustrations should provide opportunities for children to 
engage with and internalize these crucial skills. 

 



30 Georgia Journal of Literacy 47(1)  
 

   
 

 Katie Cunningham (2016) included additional key elements (Table 3) to consider when 
deciding whether a book is a new must-have for classroom bookshelves. 
 
Table 3: Additional Key Elements for Consideration When Selecting SEL Books 

Criteria Prompt/Explanation 
Text Selection to Engage 
Literacy Learners 

Will the book engage multiple learners? 

Curriculum Connections Are there direct connections to the curricular contexts or skills? 

Authentic Representation There should be authentic representation regarding diverse populations and 
perspectives, as well as issues of diversity relating to gender, socioeconomic 
class, religion, etc. 

The Value of Social-Emotional 
Connections 

The values of the social-emotional connection should strengthen a reader’s 
capacity to empathize or understand what others are thinking and feeling. 

 
Educators should “select books that include characters from different cultural and linguistic 
backgrounds authored and illustrated by culturally and linguistically diverse authors” 
(Cunningham, 2016, para. 3) to support children’s sense of belonging or connectedness at school. 
 In addition, the varied types of texts should each have individual elements that are 
considered. Narrative books should have a clear setting, problem or conflict, plot or events within 
the story, and characters (Weih, 2015). Informational books should include a background 
perspective highlighting the importance of the topic, creatively encourage students to want to read 
the text, include high quality graphics, demonstrate a logical and clear organization, and include a 
print size or style that serves a purpose, such as headings, explanations, and captions (Weih, 2015).  
 The National Center on Cultural and Linguistic Responsiveness (2011) includes four 
criteria to review when evaluating culturally and socially diverse children’s books. First, the 
educator should consider the context for the text, including the author’s background, copyright 
date, and content. If the content is outdated or inaccurate, this text should not be utilized. Secondly, 
the educator should take the time to examine the illustrations to ensure there is diversity with 
characters and that those illustrations are accurately illustrated and match the story. Thirdly, the 
educator should analyze the message to ensure there is a clear, positive self-image from diverse 
backgrounds while also ensuring that the message promotes respect for all characters and cultures 
within the book. Finally, the educator should review the words used in the text to ensure dialects 
are used appropriately and respectfully, and the text is free of problematic words or offensive 
terms. 
 
The Multifaceted Impact of SEL Literature 

The evaluation of children’s books is a process that is made up of many parts. Some of the aspects 
to be addressed include the representation of a large group of different perspectives, the depth of 
the materials, the connectedness to the curriculum, and the promotion of the social and emotional 
learning themes. 
 
 The Educator’s Role in Delivering SEL Content. The relationship between social and 
emotional learning (SEL) and children’s literature is a complex one that involves various factors, 



Parker & Cronin 31 
 

   
 

such as the quality of the content, the effectiveness of the themes, and the impact on the readers. 
In addition, if the children’s literature is presented in a read-aloud format by an educator, 
consideration must also be given to the effectiveness of the lesson and the ability of the educator 
to deliver engaging reading with excellent fluency and prosody factors.  
 
 Long-Term Benefits of SEL Literature Integration. Researchers have consistently found 
that the development of social-emotional skills, such as emotion recognition, empathy, and 
responsible decision-making, can significantly affect a child’s academic performance, motivation, 
and overall well-being (Devaney et al., 2005; Greenberg, 2023; Matsumura et al., 2008; Ursache 
et al., 2020). Moreover, research has revealed that these programs also increase academic 
performance, in that they equip children with the essential skills of school and daily life success 
(Devaney et al., 2005; Greenberg, 2023). 
 
 The Power of High-Quality Literature in SEL Instruction. An important factor that can 
support the success of social emotional learning in schools is the novelty and the quality of 
children’s literature that is utilized for teaching SEL themes. High-quality children’s books that 
authentically and thoughtfully address topics related to SEL themes can serve as powerful 
resources for educators to engage students and support essential life skills. Studies show that when 
social-emotional learning is strategically integrated into well-crafted children’s narratives, it can 
increase the overall effect and retention of these life skills (Greenberg, 2023). In addition, research 
has shown that a sense of school community and positive social interactions in the classroom are 
associated with higher levels of reading comprehension and motivation, particularly among 
disadvantaged students (Matsumura et al., 2008). 
 
 Applying SEL Concepts Through Literature. Utilizing high-quality children’s literature 
to teach, review, or reinforce SEL themes can provide engaging and relatable contexts for children 
to explore and practice these essential skills (Devaney et al., 2005; Matsumura et al., 2008; 
Greenberg, 2023; Ursache et al., 2020). An important aspect of this relationship is the ability of 
quality children’s literature to capture the emotional experiences and social dynamics of the 
characters. Thus, they can help children gain a deeper insight into their emotions (Matsumura et 
al., 2008). Integration of SEL themes into high-quality children’s literature, such as picturebooks, 
can serve not only as powerful tools for the development of students and enhancement of academic 
excellence, but also help them prepare to confront future hurdles. Thus, books that feature 
characters and stories that resonate with learners can be used as platforms through which students 
can apply their learning in real settings. High-quality children’s literature can develop the “whole 
child” and provide students with the necessary skills and dispositions to follow challenges that 
may unfold around them (Greenberg, 2023). 
 Ultimately, the research suggests that the strategic integration of high-quality children’s 
literature with SEL themes can serve as a powerful way to support the development of young 
learners. By providing children with opportunities to engage with stories that resonate with their 
lived experiences and foster the development of essential life skills, educators can help set them 
up for long-term success in school and beyond. Therefore, it is essential for educators to prioritize 
the selection of children’s books that not only engage and captivate young readers but also foster 
the development of essential social-emotional and holistic competencies (Greenberg, 2023; Kaur 
& Sharma, 2022). When intentionally selected and thoughtfully discussed, these texts can become 



32 Georgia Journal of Literacy 47(1)  
 

   
 

catalysts for meaningful dialogue, empathy-building, and real-world application of SEL principles 
in the classroom and beyond. 
 
Methodology 
This study employs a quantitative research design to examine the quality and effectiveness of 
social-emotional learning (SEL) content in children’s literature to answer the following research 
questions: (1) Which SEL themes appear most frequently in children’s books based on rubric 
scores? (2) How do rubric ratings of literary and artistic qualities correlate with the effectiveness 
of SEL content in children’s books? It is important to emphasize that frequency of SEL themes 
and the effectiveness of their presentation are treated as distinct constructs in this study. While 
frequency offers insight into representation patterns, effectiveness is evaluated independently 
using a rubric designed to assess literary and artistic quality in conveying SEL principles. The 
primary method involves the use of a validated rubric to assess the integration and quality of SEL 
themes within selected books. The rubric generates numerical data based on specific criteria, which 
are systematically evaluated by literacy experts. This approach allows for objective measurement 
of how effectively SEL themes are embedded within the narrative and artistic elements of the 
books. 
 
Data Collection Criteria 

Children’s books were selected based on their explicit or implicit inclusion of SEL themes. The 
selection process aimed to ensure a diverse representation of SEL competencies, following the 
framework established by the Collaborative for Academic, Social, and Emotional Learning 
(CASEL). These competencies include self-awareness, self-management, social awareness, 
relationship skills, and responsible decision-making. 
 
Book Selection Criteria 

To develop a purposeful sample of children’s literature focused on social-emotional learning 
(SEL), a multi-step selection process was used to ensure alignment with the study’s goals. The 
initial pool of texts was generated from three primary sources: (1) curated library collections, (2) 
keyword searches on online bookstores, and (3) professional recommendations from educators, 
librarians, and SEL experts. 
 Curated library collections were identified by reviewing SEL booklists published by public 
libraries, school systems, and national literacy and education organizations (e.g., CASEL, 
Scholastic, American Library Association). These lists focused specifically on early childhood and 
elementary-aged readers and included texts known to support SEL development. Titles from these 
lists were compiled into the initial dataset. 
 To broaden the sample, additional books were located using keyword searches on Amazon 
and Barnes & Noble. Search terms included combinations of “social-emotional learning,” 
“children’s books,” and the CASEL core competencies (e.g., “empathy,” “self-regulation,” 
“responsible decision-making”). Only books explicitly marketed or categorized under SEL-related 
themes were included. 
 The resulting pool of over 100 titles was then reviewed by a panel of researchers, education 
faculty, and a school librarian, each with expertise in children’s literature and/or SEL. Titles were 
evaluated for developmental appropriateness, alignment with CASEL competencies, narrative 
clarity, and overall educational value. A total of 40 books were selected for the final sample based 



Parker & Cronin 33 
 

   
 

on their demonstrated relevance to SEL themes and suitability for readers in early childhood 
through upper elementary grades. 
 Although the initial pool included a range of text types, only narrative children’s books—
such as picturebooks, illustrated storybooks, and SEL-themed fiction—were selected for inclusion 
in the final sample. Informational texts, workbooks, and nonfiction resources that lacked a 
narrative structure (e.g., plot, characters, or dialogue) were excluded from analysis. This decision 
ensured alignment with the design of the evaluation rubric, which was developed specifically to 
assess narrative elements such as character development and story-based SEL theme integration. 
As such, all books evaluated in the study were consistent in genre and structure, reducing the risk 
of skewed results due to mismatched text types. This list can be found in Appendix A. 
 
Data Collection Methods 

Each book was evaluated by at least two independent reviewers using the validated rubric. This 
full rubric can be found in Appendix B. The reviewers included faculty members with expertise in 
SEL and children’s literature and undergraduate education students trained in the use of the rubric. 
To ensure consistency, researchers conducted a two-hour training session for the student 
reviewers, which included an overview of SEL themes, rubric criteria, and guided practice using 
sample texts. The rubric assessed multiple dimensions of the books, including SEL theme 
integration, character development, narrative structure, artistic quality, cultural relevance, and 
overall impact on SEL learning. In addition to these scored dimensions, reviewers also identified 
which of CASEL’s five core SEL competencies—self-awareness, self-management, social 
awareness, relationship skills, and responsible decision-making—were present in each book. This 
identification was done using a checklist format on the rubric, and reviewers could select multiple 
competencies as applicable. Presence was determined based on observable elements in the 
narrative or illustrations (e.g., characters displaying empathy, resolving conflict, or managing 
emotions). These identifications informed the analysis of the frequency of SEL competencies 
across the dataset but were treated separately from overall effectiveness ratings. 
 The rubric used in this study was developed based on existing literature and best practices 
for evaluating children’s books in the context of SEL. It includes categories that reflect core 
features of effective SEL instruction and messaging, such as theme integration, character 
development, emotional resonance, and cultural authenticity. These indicators align with 
CASEL’s framework and related SEL research (CASEL, 2020; Doyle & Bramwell, 2006; 
Greenberg, 2023), making the rubric a valid tool for approximating the quality and potential impact 
of SEL content on young readers. While the rubric does not measure outcomes such as behavioral 
change, it serves as a proxy for how well books are likely to model or reinforce SEL principles in 
developmentally appropriate ways. 
 
Data Analysis 

The rubric provided a standardized framework for assessing the SEL content and overall quality 
of each book. Quantitative data from the rubric scores were analyzed using descriptive statistics to 
identify trends and evaluate the overall quality of the books. These descriptive statistics directly 
addressed the first research question by highlighting the most commonly presented SEL themes. 
 A hierarchical multiple regression analysis was conducted using the ordinary least squares 
(OLS) method to explore the incremental impact of different predictor sets (e.g., literary vs. artistic 
qualities) on SEL outcomes. Nine rubric criteria served as predictors: SEL theme integration, 
character development, plot and narrative structure, artistic quality (illustrations), language and 



34 Georgia Journal of Literacy 47(1)  
 

   
 

style, engagement and appeal, authenticity and cultural sensitivity, cover and text design, and 
grammar and spelling. This hierarchical approach allowed examination of how adding predictor 
sets influenced the overall model. Additionally, a stepwise multiple regression analysis was 
performed to identify the most influential predictors of overall SEL impact based on statistical 
criteria. 
 A Pearson correlation analysis was also conducted to assess the strength and direction of 
linear relationships between individual rubric categories and overall SEL effectiveness. The 
correlation matrix provided a comprehensive view of the interrelationships between literary, 
artistic, and SEL effectiveness scores. Together, these regression and correlation analyses offered 
detailed insights into how literary and artistic qualities influence SEL outcomes, addressing the 
second research question. 
 
Reliability and Validity 

To enhance validity, the rubric was reviewed by three content experts with backgrounds in SEL, 
literacy education, and children’s literature. Their feedback guided revisions to clarify rubric 
categories, refine language, and ensure alignment with developmentally appropriate SEL 
competencies. This expert review process provided face and content validity for the rubric, 
consistent with qualitative validation approaches in educational research (Brookhart, 2013). The 
rubric was designed to evaluate narrative children’s books for SEL theme integration, character 
development, narrative structure, artistic quality, cultural relevance, and overall SEL impact. 
 A two-hour training session was conducted with undergraduate student reviewers prior to 
data collection. During this session, researchers introduced the CASEL framework, discussed the 
purpose and scoring of each rubric category, and engaged participants in collaborative scoring 
exercises using sample texts. This calibration helped establish consistency in scoring practices and 
minimized interpretive discrepancies. In addition to the initial training, reviewers also had access 
to a rubric guide with definitions and sample annotations to support consistent interpretation of 
scoring criteria. 
 Each book was independently evaluated by at least two reviewers. The review team 
consisted of four total evaluators: two faculty members with expertise in SEL and children’s 
literature, and two trained undergraduate education students. Inter-rater reliability was calculated 
using Cohen’s Kappa and yielded a score of 0.74, indicating substantial agreement among 
reviewers (Landis & Koch, 1977). These reliability results support the consistency and 
trustworthiness of the scoring process. 
 
Results 
This study examined the prevalence of social-emotional learning (SEL) themes in children’s 
literature and analyzed the impact of literary and artistic qualities on overall SEL outcomes. To 
ensure consistency in evaluations, inter-rater reliability was assessed using Cohen’s Kappa. The 
analysis produced a Kappa value of 0.74, indicating a substantial level of agreement between 
evaluators. This result reflects strong consistency across all paired evaluations, supporting the 
reliability of the coding process. 
 Descriptive statistics provided insights into the distribution of SEL themes within the 
children’s books analyzed. Among the five core SEL competencies, self-awareness was the most 
frequently represented theme, appearing in 82.4% of the books. This was followed by self-
management (59.5%), responsible decision-making (33.8%), social awareness (24.3%), and 
relationship skills (21.6%). Additionally, the analysis of SEL theme integration scores indicated 



Parker & Cronin 35 
 

   
 

that 48.6% of the books received an “Excellent” rating, while 26.7% were rated as “Good,” 
meaning that over 75% of the books demonstrated strong SEL representation. These descriptive 
findings highlight the prevalence of key SEL themes in children’s literature and the overall quality 
of their integration. 
 
Figure 1: Distribution of SEL Themes in Children’s Books 

 
 To further explore the relationship between literary and artistic qualities and overall SEL 
outcomes, a hierarchical multiple regression analysis using the ordinary least squares (OLS) 
method was conducted. The regression model was statistically significant (F(9, 64) = 9.780, p < 
.001), with an R-squared value of 0.579, indicating that the model explained 57.9% of the variance 
in overall SEL outcomes. The hierarchical approach identified SEL theme integration (β = 0.292, 
p = 0.032) as a significant predictor of SEL outcomes, underscoring the critical role of how well 
SEL themes are embedded in children’s literature. 
 
Table 4: Hierarchical Multiple Regression Analysis Predicting Overall SEL Outcomes 

Predictor B SE B β t p 

SEL Theme Integration 0.292 0.131 0.292 2.23 .032 

Engagement and Appeal 0.265 0.115 0.278 2.30 .026 

Plot and Narrative 0.189 0.102 0.215 1.85 .069 

Model Summary: R² = .579, F(9, 64) = 9.780, p < .001 

Note. This table displays the results of the hierarchical multiple regression analysis. 



36 Georgia Journal of Literacy 47(1)  
 

   
 

 A stepwise multiple regression analysis provided further clarity regarding the relative 
importance of predictors. This analysis confirmed that SEL theme integration was the strongest 
predictor of overall SEL outcomes. Additionally, engagement/appeal and plot/narrative structure 
emerged as secondary contributors, further emphasizing the importance of literary elements in 
promoting SEL competencies. 
 
Table 5: Stepwise Multiple Regression Analysis Predicting Overall SEL Outcomes 

Step Predictor B EB β t p 

1 SEL Theme Integration 0.295 0.125 0.312 2.36 .021 

2 Engagement and Appeal 0.267 0.118 0.281 2.26 .027 

3 Plot and Narrative 0.193 0.104 0.219 1.87 .065 

Model Summary: R² = .564, p < .001 

Note. This table displays the results of the stepwise multiple regression analysis. 
 
 The findings from the Pearson correlation analysis aligned with the regression results, 
demonstrating significant positive relationships between overall SEL outcomes and key predictors. 
Specifically, strong correlations were observed with SEL theme integration (r = 0.674), 
engagement and appeal (r = 0.748), and plot and narrative structure (r = 0.601). These correlations 
reinforce the importance of both content quality and narrative structure in influencing SEL 
outcomes. 
 
Table 6: Pearson Correlations Between Predictors and Overall SEL Outcomes 

Variable SEL Integration Engagement Plot & Narrative 

Overall SEL Outcomes .674** .748** .601** 

Note: **p < .01 for all correlations. 
 
 In summary, the results of this study consistently highlight SEL theme integration as the 
most significant predictor of overall SEL outcomes, with engagement, appeal, and plot and 
narrative structure serving as important supporting factors. The alignment between the descriptive 
statistics, hierarchical regression, stepwise regression, and correlation analyses provides a 
comprehensive understanding of how literary and artistic elements contribute to the effectiveness 
of children’s literature in fostering SEL competencies. 
 
Discussion 

Overview of SEL Representation in Children’s Literature 

The findings of this study underscore the crucial role that social-emotional learning (SEL) content 
plays in children’s literature. The analysis revealed that self-awareness was the most frequently 
represented SEL theme, followed by self-management, responsible decision-making, social 
awareness, and relationship skills. This distribution suggests that while there is broad 



Parker & Cronin 37 
 

   
 

representation of the core SEL competencies, some areas, such as social awareness and 
relationship skills, are less prevalent. The prominence of self-awareness and self-management may 
reflect the tendency of children’s literature to focus on individual emotional growth and regulation, 
which are foundational for personal development. 
 
 Quality and Consistency of SEL Integration. Furthermore, the strong SEL theme 
integration across most of the books, with over 75% receiving “Excellent” or “Good” ratings, 
suggests that a significant number of books integrate SEL themes effectively. This indicates a 
growing recognition among authors, publishers, and educators regarding the importance of 
embedding SEL principles within stories for children. Given the consistent and substantial 
agreement among evaluators (as reflected in the Cohen’s Kappa value of 0.74), we can confidently 
conclude that the quality of SEL content is not only widely present but also well-implemented 
across the sample. This alignment of content quality with the SEL themes also suggests that 
children’s literature serves as a powerful tool for promoting SEL competencies when these themes 
are seamlessly integrated into narratives and characters. 
 
Implications for Narrative Integration of SEL 

The results from this study suggest several important implications for the promotion of SEL 
through children’s literature. First, the significant role of SEL theme integration in predicting 
overall SEL outcomes (β = 0.292, p = 0.032) underscores the importance of how well SEL concepts 
are embedded within the narrative. Stories that incorporate SEL themes in a meaningful and 
authentic way are more likely to foster SEL competencies in young readers. Therefore, educators, 
authors, and publishers should prioritize the seamless inclusion of SEL themes into the fabric of 
the narrative, ensuring that these themes are not superficial or didactic but integrated into the plot, 
character development, and conflict resolution. 
 
 Aesthetic Qualities and SEL Impact. The finding that engagement and appeal, along with 
plot and narrative structure, also contribute to SEL outcomes highlights the role of artistic qualities 
in enhancing the effectiveness of SEL content. Books that engage readers through compelling plots 
and relatable characters are more likely to stimulate emotional and social learning. For instance, a 
well-crafted narrative can create opportunities for young readers to relate to the characters’ 
emotions and experiences, fostering empathy and emotional regulation. These elements support 
the idea that the aesthetic quality of children’s literature is as important as the SEL content itself 
in promoting social-emotional development. 
 
 Storytelling Engagement and SEL Outcomes. The correlation analyses reinforce the 
value of both content and narrative structure. With significant positive relationships between 
overall SEL outcomes and both SEL theme integration (r = 0.674) and engagement and appeal (r 
= 0.748), the findings indicate that the effectiveness of children’s literature in promoting SEL is 
not solely dependent on the presence of SEL content but also on the quality of the storytelling and 
emotional engagement it fosters. This suggests that books that capture the reader’s attention and 
resonate emotionally are more likely to result in positive SEL outcomes. 
 
Limitations 
While the study provides valuable insights into the prevalence and integration of SEL themes in 
children’s literature, it is important to acknowledge the limitations inherent in the methodology 



38 Georgia Journal of Literacy 47(1)  
 

   
 

employed. Although the study used rigorous inter-rater reliability measures, the evaluation of SEL 
content and literary qualities is still subjective to some extent. Evaluators may have different 
interpretations of the elements that constitute effective SEL integration or may prioritize certain 
themes over others, leading to variability in the assessments. Furthermore, the coding process is 
reliable; however, it still relies on the evaluators’ judgment in identifying and categorizing SEL 
themes, which may be influenced by their personal experiences, biases, or theoretical orientations. 
While the findings are robust, these constraints could reflect a particular interpretative lens and 
may not fully capture the nuances of all children’s literature or the diversity of approaches to SEL 
integration. 
 Additionally, the focus on literary and artistic qualities as predictors of SEL outcomes may 
have overlooked other potential factors influencing SEL development, such as the socioeconomic 
context of readers or the manner in which books are used in educational settings. The 
methodology’s reliance on specific evaluative criteria may not account for the broad range of 
contexts in which children’s literature is encountered, such as family reading versus classroom 
discussions, which could affect the way SEL themes are perceived and internalized. 
 Sample size and potential biases in the selection of books is another limitation to this study. 
While the analysis covered a significant number of children’s books, the sample may not be fully 
representative of all available literature. The selection criteria for the books analyzed may have 
inadvertently excluded certain genres, publishers, or authors that present different approaches to 
SEL. For example, the study may have overrepresented books from popular publishers or those 
that are already well-established in educational settings, potentially limiting the diversity of 
perspectives on SEL. 
 Lastly, the book selection process could have introduced bias by favoring books that 
explicitly address SEL themes, while those that subtly incorporate SEL concepts or offer more 
complex, nuanced portrayals of social-emotional development may have been underrepresented. 
The reliance on a set of pre-selected texts may have also resulted in an overrepresentation of books 
that align with certain pedagogical frameworks or theoretical perspectives on SEL, thereby 
limiting the generalizability of the findings to a wider range of children’s literature. 
 
Recommendations 
Authors, Educators, and Publishers 

Based on the findings of this study, several recommendations can be made for authors, educators, 
and publishers seeking to create or select effective SEL-focused children’s books. First, it is crucial 
to integrate SEL themes seamlessly into the narrative. As highlighted by the study, the most 
significant predictor of positive SEL outcomes was the integration of SEL themes. Authors and 
publishers should aim to embed these themes naturally within the storyline, ensuring that they 
emerge organically from the characters’ experiences, plot developments, and resolutions. SEL 
concepts should not feel forced but rather reflect the real-life challenges and growth children may 
encounter. Additionally, fostering emotional engagement and appeal is essential. The findings 
suggest that books that engage readers emotionally may enhance the impact of SEL themes by 
fostering deeper personal connection and reflection. Authors should create compelling, relatable 
characters and plots that resonate with children’s lived experiences. The emotional depth and 
vibrant illustrations of these stories can help capture the attention of young readers, thus enhancing 
their connection to the SEL themes presented. 
 Furthermore, a balance between narrative structure and SEL themes is important. The study 
identified the plot and narrative structure as important contributors to SEL outcomes, suggesting 



Parker & Cronin 39 
 

   
 

that well-paced narratives with strong character development and conflict resolution are key. 
Authors should construct stories that not only teach SEL principles but also offer clear, engaging 
plots. Publishers should focus on selecting stories that balance artistic and educational elements, 
providing an enriching experience for young readers. Another recommendation is to provide 
diverse SEL representation in children’s literature. While themes such as self-awareness and self-
management were prominently represented, other competencies, like social awareness and 
relationship skills, were less frequent. To ensure comprehensive SEL development, authors and 
publishers should include a broad range of SEL themes in their books, promoting a more holistic 
emotional and social growth for children. Lastly, educators should be provided with resources that 
highlight SEL themes in children’s literature. These resources could include discussion prompts, 
activities, and reflection exercises designed to enhance the SEL potential of books. Educators 
should also be encouraged to use these books in ways that foster active engagement, such as group 
discussions or role-playing, to deepen students’ understanding of the SEL themes explored. 
 
Future Research 

 Several areas warrant further exploration to expand our understanding of how children’s 
literature supports SEL. One important area for future study is conducting longitudinal research to 
examine the long-term effects of reading SEL-focused books on children’s emotional and social 
development. This would provide deeper insights into how repeated exposure to SEL themes 
influences children’s behavior and emotional regulation over time. Additionally, future studies 
could explore how SEL is represented in literature across diverse cultural, socioeconomic, and 
linguistic backgrounds. Understanding how SEL themes resonate with children from various 
demographics will ensure that literature reflects the needs and experiences of a broader range of 
readers. Another direction for future research is to conduct comparative studies of different literary 
genres, such as fantasy, historical fiction, and realistic fiction, to determine how each genre 
incorporates and promotes SEL themes. This would offer insight into whether certain genres are 
more effective in fostering social-emotional learning than others. Moreover, since illustrations play 
a vital role in children’s literature, future research could investigate how visual elements, such as 
artwork and design, contribute to SEL outcomes and emotional engagement. This would offer a 
more holistic understanding of how both literary and artistic qualities together can support 
children’s social-emotional growth. Lastly, research could explore how teachers and parents 
perceive and implement SEL-focused books in their classrooms and homes. Understanding how 
adults facilitate the discussion of SEL themes would offer valuable insights into how these 
resources can be used most effectively in educational settings. 
 
Conclusion 
This study provides valuable insights into the prevalence of social-emotional learning (SEL) 
themes in children’s literature and highlights the importance of both literary content and artistic 
qualities in fostering SEL outcomes. The analysis revealed that self-awareness was the most 
frequently represented SEL theme, followed by self-management, responsible decision-making, 
social awareness, and relationship skills. Over 75% of the books analyzed demonstrated strong 
integration of SEL themes, suggesting a widespread recognition of the importance of these 
competencies in children’s literature. Moreover, the study found that SEL theme integration was 
the most significant predictor of overall SEL outcomes, with engagement and appeal, as well as 
plot and narrative structure, also contributing to positive SEL results. These findings underscore 



40 Georgia Journal of Literacy 47(1)  
 

   
 

the critical role of the content of children’s literature and the way the story is conveyed through 
compelling narratives and engaging artistic elements. 
 The importance of SEL in children’s literature cannot be overstated. SEL competencies are 
essential for children’s emotional and social development, helping them navigate complex 
interpersonal relationships, regulate their emotions, and make responsible decisions. Children’s 
literature offers a unique and accessible platform for introducing these concepts in an engaging 
and relatable way. By integrating SEL themes into stories, authors can help children understand 
and practice these skills in a context they can connect with, thereby fostering a positive impact on 
their overall development. 
 These findings build on earlier research suggesting that narrative quality and reader 
engagement play a vital role in SEL learning through literature. For example, Doyle and Bramwell 
(2006) highlighted how dialogic reading of emotionally rich texts supports emergent SEL skills, 
while Gunn et al. (2022) demonstrated that multicultural picturebooks can promote both 
motivation and empathy. Similarly, Ludwig (2012) and Deliman et al. (2024) emphasized that 
high-quality stories with well-developed characters offer opportunities for emotional connection 
and social-emotional reflection. This study extends their work by offering quantitative support for 
the value of narrative structure, engagement, and theme integration in shaping SEL impact. 
 The potential impact of SEL-themed books on children’s emotional and social 
development is profound. Books that effectively integrate SEL themes can provide children with 
valuable tools for emotional regulation, empathy, and relationship-building, laying the foundation 
for healthier social interactions and personal growth. As this study demonstrates, when SEL is 
embedded seamlessly within a narrative, accompanied by engaging plots and relatable characters, 
it can enhance children’s ability to understand and manage their emotions and behaviors. The study 
emphasizes that well-crafted children’s books with strong SEL content and artistic qualities can 
serve as a powerful tool for educators, parents, and children alike in promoting social-emotional 
learning and contributing to the development of emotionally intelligent and socially responsible 
individuals. 
 
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literature. English in Texas, 52(1), 13–19. https://files.eric.ed.gov/fulltext/EJ1386437.pdf 

National Center on Cultural & Linguistic Responsiveness. (2011). Selecting and using culturally 
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culturally-appropriate-books.pdf 

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web.com/47531/sel-picture-books-for-middle-school-advisory/  
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ED554313.pdf 

 
Appendix A: Children’s Book Used in this Research 

Acker, J., & Acker, M. (2022). My respectful robot. Joey and Melanie Acker. 
Blake, J. (2021). Chiri the hummingbird: A book about empathy and kindness. Author. 
Butler, J. (2020). Coloring book and reflections for social emotional learning. Free Spirit 

Publishing. 
Cain, J. (2021). The way I feel. Parenting Press. 
Canada, I. N. B., (2021). The exciting, social & emotional adventures of chatting Timmy! Crucible 

Learning Network. 
Cole, E. (2021). Our diversity makes us stronger. Author. 
Cole, E. (2023a). My way to good manners. Author. 
Cole, E. (2023b). Perseverance makes me stronger. Author. 
Cole, E., & Kim, T. (2022). My way to making friends. Go2Publish LLC. 
Collier, T. J., & Vasilica, N. (2023). Broken crayons still color. Thomas Nelson. 
Daywalt, D., & Jeffers, O. (2021). The crayons’ book of feelings. Philomel Books. 
Ellis, S. (2022). Super SEL: A social emotional learning book for kids. Author. 
Fuglestad, T. (2023). Peter O’Meter. TeacherGoals Publishing. 
John, J. (2017). The bad seed. Harper Collins. 

https://doi.org/10.1186/s40723-021-00084-8
https://files.eric.ed.gov/fulltext/EJ1386437.pdf
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/selecting-culturally-appropriate-books.pdf
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/selecting-culturally-appropriate-books.pdf
https://www.middleweb.com/47531/sel-picture-books-for-middle-school-advisory/
https://www.middleweb.com/47531/sel-picture-books-for-middle-school-advisory/
https://doi.org/10.1111/cdev.13432
https://files.eric.ed.gov/fulltext/ED554313.pdf
https://files.eric.ed.gov/fulltext/ED554313.pdf


Parker & Cronin 43 
 

   
 

Jones, J. (2022). The calm down jar: A social emotional, rhyming, early reader kid’s took to help 
calm anger and anxiety. Random Source. 

Kids, B. (2020). My summer with wisdom. Author. 
Lasser, J., Foster-Lasser, S., & Lyles, C. (2017). Grow happy. Magination Press. 
Lee, B. W., & Souva, J. (2022). The boy with big, big feelings. Scholastic. 
Llenas, A. (2021). The color monster: A story about emotions. Little, Brown and Company. 
Ludwig, T., & Barton, P. (2022). Brave every day. Alfred A. Knopf. 
Mahajan, S. (2021). Feeling my feelings: A book on social emotional learning. Atmosphere Press. 
Medina, J. (2022). I feel! Harper Collins. 
Mori, E., & Stebleva, V. (2023). Social-emotional learning for autistic kids: Fun activities to 

manage big feelings and make friends. Z Kids.  
Morris, C. (2021). I’m just A kid: A social-emotional book on self-regulation. Morrishouse 

Publishers. 
Munson, D. (2015). Enemy pie. Chronicle Books. 
Nhin, M., & Stupar, J. (2020). Shy ninja. Grow Grit Press. 
Nhin, M., & Stupar, J. (2021a). Caring ninja. Grow Grit Press. 
Nhin, M., & Stupar, J. (2021b). Curious ninja. Grow Grit Press. 
Nhin, M., & Stupar J. (2021c). Impulsive Ninja. Grow Grit Press. 
Nhin, M., & Stupar, J. (2021d). Nervous ninja. Grow Grit Press. 
Nhin, M., & Stupar, J. (2021e). Supportive ninja. Grow Grit Press. 
O’Neill, P. (2019). Sometimes I’m anxious: A child’s guide to overcoming anxiety. Sky Pony Press. 
Parr, T. (2019). The kindness book. Little, Brown and Company.  
Ricketts, A., & Barron, A. (2018). Gentle hands and other sing-along songs for social-emotional 

learning. Free Spirit Publishing.  
Sheremet, D. (2023). It’s okay: A social emotional book for kids that helps with self-regulation. 

Dynamic Kids Press. 
Teitelbaum, N. (2020). Munchy and jumpy tales, volume 1: A social-emotional book for kids about 

practicing mindfulness, finding joy and getting second chances. Empowering Education.  
Teitelbaum, N. (2021). Munchy and jumpy tales, volume 2: Stories and games for children age 5–

8. Empowering Education. 
Union, G., & Wade, D. (2022). Shady baby feels: A first book of emotions. Harper Collins. 
Wade, S. (2023). Very last leaf. Capstone.  
West, A. E. (2022). Today, I feel . . . anxious: A book about managing emotions. Puppy Dogs & 

Ice Cream. 
Whelan, S. M. (2017). Don’t think about purple elephants. EK Books. 



44 Georgia Journal of Literacy 47(1)  
 

   
 

Winner, M. G., & Murphy, L. K. (2016). Social thinking and me. Social Thinking Publishing. 
 
Appendix B: Children’s Book Evaluation Rubric for Social Emotional Learning (SEL) Integration 

Criteria Excellent (4) Good (3) Fair (2) Poor (1) 

SEL Theme 
Integration 

SEL themes are 
seamlessly woven 
into the narrative and 
central to the story, 
deeply resonating 
with the target age 
group. 

SEL themes are well-
integrated and clearly 
present, though not 
always central. 
Accessible to the 
target age group. 

SEL themes are 
present but may feel 
forced or secondary. 
May lack clarity or 
development for the 
target age group. 

SEL themes are 
poorly integrated, 
barely present, and 
unclear or 
inappropriate for the 
target age group. 

Character 
Development 

Characters are well-
developed, relatable, 
and demonstrate 
emotional and social 
growth aligned with 
SEL themes. 

Characters show 
development and 
model SEL themes, 
though growth may 
not be fully explored. 

Characters exhibit 
limited development 
with inconsistent SEL 
modeling. 

Characters are flat or 
stereotypical, lacking 
SEL-based growth. 

Plot and Narrative 
Structure 

All plot elements 
(exposition, rising 
action, climax, falling 
action, resolution) are 
well-crafted, creating 
a coherent narrative 
that naturally 
integrates SEL 
themes. 

Plot is well-structured, 
with most elements 
supporting SEL, 
though some aspects 
may lack full 
integration. 

Plot structure is basic 
and may lack 
coherence or depth, 
with SEL elements 
explored 
inconsistently. 

Plot lacks structure or 
coherence, not 
supporting SEL 
themes effectively. 

Authenticity and 
Cultural Sensitivity 

Portrayal of cultures 
and lifestyles is 
accurate, respectful, 
and avoids 
stereotypes, 
enhancing SEL 
content. 

Cultural 
representation is 
generally respectful 
and avoids major 
inaccuracies, though 
depth may be limited. 

Limited diversity 
present, with potential 
oversimplification or 
minor inaccuracies in 
representation. 

Depictions are 
stereotypical, 
inaccurate, or 
disrespectful, failing to 
support inclusive SEL 
themes. 

Cover and Text 
Design 

Cover is engaging 
and relevant, with 
clear, legible text that 
supports the story and 
SEL themes without 
distraction. 

Cover and text design 
are generally effective 
and engaging, with 
minor limitations in 
clarity or relevance. 

Cover or text design 
may lack appeal or 
clarity, impacting 
reader engagement. 

Cover or text design 
is ineffective, lacking 
relevance and 
legibility, distracting 
from the narrative. 

Grammar and 
Spelling 

Text is free from 
grammar or spelling 
errors, enhancing 
readability and 
professional quality. 

Minor grammar or 
spelling errors 
present, but do not 
significantly affect 
readability. 

Several grammar or 
spelling errors disrupt 
flow, affecting 
readability. 

Frequent grammar 
and spelling errors 
interfere with 
comprehension. 

Artistic Quality 
(Illustrations) 

Illustrations are high-
quality, visually 
appealing, and 
enhance SEL themes 
by effectively 
conveying emotions 
and social situations. 

Illustrations support 
SEL themes and are 
visually appealing, 
though not always 
enhancing the 
narrative. 

Illustrations are 
adequate but lack 
depth in conveying 
emotions or SEL 
themes. 

Illustrations are poor 
quality, detract from 
SEL themes, and fail 
to convey relevant 
emotions. 

Language and Style 

Language is 
engaging, age-
appropriate, and 
enhances SEL theme 

Language is generally 
appropriate and 
engaging, though 
some areas may lack 
depth. 

Language may be 
occasionally 
inappropriate or 
inconsistent, 

Language is 
inappropriate, 
disengaging, or 
confusing, with an 
inconsistent style that 



Parker & Cronin 45 
 

   
 

comprehension, with 
a consistent style. 

detracting from the 
story’s message. 

detracts from the 
narrative. 

Engagement and 
Appeal 

Book is highly 
engaging, capturing 
attention and fostering 
a deep connection to 
SEL themes. 

Book is engaging and 
generally appealing to 
the target audience, 
with a solid 
connection to SEL 
themes. 

Engagement is 
limited, with weaker 
connections to SEL 
themes. 

Book is unengaging, 
failing to capture 
interest or foster SEL 
connections. 

Overall Impact on 
SEL Learning 

Book strongly 
promotes SEL, 
encouraging reflection 
and application of 
SEL concepts. 

Book positively 
promotes SEL, with 
some encouragement 
for reflection. 

Limited SEL impact, 
with minimal 
encouragement for 
reflection or 
application. 

Little to no SEL 
impact, failing to 
promote reflection or 
learning. 

Scoring Guide (total points) 

(36–40) Exceptional SEL content and quality, highly effective for SEL promotion 

(28–35) Good SEL content, effective, but with areas for improvement 

(18–27) Fair SEL content, requiring significant improvements to promote SEL effectively 

(10–17) Poor SEL content, not suitable for SEL promotion 

 
 
Received: March 4, 2025 | Accepted: May 5, 2025 | Published: May 20, 2025 


	Research Objectives
	Significance of the Study
	Theoretical Framework
	Table 1: CASEL Core Competency Terms

	The Role of Literature in Promoting SEL
	Table 2: Five Key Criteria Considerations When Selecting SEL Books
	Table 3: Additional Key Elements for Consideration When Selecting SEL Books

	Methodology
	Data Collection Criteria
	Book Selection Criteria
	Data Collection Methods
	Data Analysis
	Reliability and Validity

	Results
	Figure 1: Distribution of SEL Themes in Children’s Books
	Table 4: Hierarchical Multiple Regression Analysis Predicting Overall SEL Outcomes
	Table 5: Stepwise Multiple Regression Analysis Predicting Overall SEL Outcomes
	Table 6: Pearson Correlations Between Predictors and Overall SEL Outcomes

	Discussion
	Overview of SEL Representation in Children’s Literature
	Limitations
	Recommendations

	Conclusion
	References
	Appendix A: Children’s Book Used in this Research
	Appendix B: Children’s Book Evaluation Rubric for Social Emotional Learning (SEL) Integration

	Poor (1)
	Fair (2)
	Good (3)
	Excellent (4)
	Criteria
	SEL themes are poorly integrated, barely present, and unclear or inappropriate for the target age group.
	SEL themes are present but may feel forced or secondary. May lack clarity or development for the target age group.
	SEL themes are well-integrated and clearly present, though not always central. Accessible to the target age group.
	SEL themes are seamlessly woven into the narrative and central to the story, deeply resonating with the target age group.
	SEL Theme Integration
	Characters are flat or stereotypical, lacking SEL-based growth.
	Characters exhibit limited development with inconsistent SEL modeling.
	Characters show development and model SEL themes, though growth may not be fully explored.
	Characters are well-developed, relatable, and demonstrate emotional and social growth aligned with SEL themes.
	Character Development
	Plot lacks structure or coherence, not supporting SEL themes effectively.
	Plot structure is basic and may lack coherence or depth, with SEL elements explored inconsistently.
	Plot is well-structured, with most elements supporting SEL, though some aspects may lack full integration.
	All plot elements (exposition, rising action, climax, falling action, resolution) are well-crafted, creating a coherent narrative that naturally integrates SEL themes.
	Plot and Narrative Structure
	Depictions are stereotypical, inaccurate, or disrespectful, failing to support inclusive SEL themes.
	Limited diversity present, with potential oversimplification or minor inaccuracies in representation.
	Cultural representation is generally respectful and avoids major inaccuracies, though depth may be limited.
	Portrayal of cultures and lifestyles is accurate, respectful, and avoids stereotypes, enhancing SEL content.
	Authenticity and Cultural Sensitivity
	Cover or text design is ineffective, lacking relevance and legibility, distracting from the narrative.
	Cover or text design may lack appeal or clarity, impacting reader engagement.
	Cover and text design are generally effective and engaging, with minor limitations in clarity or relevance.
	Cover is engaging and relevant, with clear, legible text that supports the story and SEL themes without distraction.
	Cover and Text Design
	Frequent grammar and spelling errors interfere with comprehension.
	Several grammar or spelling errors disrupt flow, affecting readability.
	Minor grammar or spelling errors present, but do not significantly affect readability.
	Text is free from grammar or spelling errors, enhancing readability and professional quality.
	Grammar and Spelling
	Illustrations are poor quality, detract from SEL themes, and fail to convey relevant emotions.
	Illustrations are adequate but lack depth in conveying emotions or SEL themes.
	Illustrations support SEL themes and are visually appealing, though not always enhancing the narrative.
	Illustrations are high-quality, visually appealing, and enhance SEL themes by effectively conveying emotions and social situations.
	Artistic Quality (Illustrations)
	Language is inappropriate, disengaging, or confusing, with an inconsistent style that detracts from the narrative.
	Language may be occasionally inappropriate or inconsistent, detracting from the story’s message.
	Language is generally appropriate and engaging, though some areas may lack depth.
	Language is engaging, age-appropriate, and enhances SEL theme comprehension, with a consistent style.
	Language and Style
	Book is unengaging, failing to capture interest or foster SEL connections.
	Engagement is limited, with weaker connections to SEL themes.
	Book is engaging and generally appealing to the target audience, with a solid connection to SEL themes.
	Book is highly engaging, capturing attention and fostering a deep connection to SEL themes.
	Engagement and Appeal
	Little to no SEL impact, failing to promote reflection or learning.
	Limited SEL impact, with minimal encouragement for reflection or application.
	Book positively promotes SEL, with some encouragement for reflection.
	Book strongly promotes SEL, encouraging reflection and application of SEL concepts.
	Overall Impact on SEL Learning
	Scoring Guide (total points)
	(36–40) Exceptional SEL content and quality, highly effective for SEL promotion
	(28–35) Good SEL content, effective, but with areas for improvement
	(18–27) Fair SEL content, requiring significant improvements to promote SEL effectively
	(10–17) Poor SEL content, not suitable for SEL promotion

