Social and emotional learning (SEL) is critical for student success, yet its implementation may vary across different school contexts in the U.S. This study investigated differences in SEL program usage, the integration of SEL into academic instruction, and perceived facilitators and barriers among K–12 teachers in rural, suburban, and urban schools. A cross-sectional design was used to analyze nationally representative survey data from 3,897 U.S. public school teachers. Analyses revealed a consistent pattern: compared to teachers in urban and suburban schools, teachers in rural schools reported significantly less use of commercial and school-developed SEL programs, lower rates of integration of SEL into academic instruction, and fewer institutional supports (e.g., SEL-related school improvement plans, professional development opportunities). Furthermore, teachers in rural settings reported significantly greater barriers to implementation, including lack of funding for SEL, insufficient SEL-related resources, and the perception that SEL was not a district priority, compared to those in urban and suburban settings. Taken together, these findings highlight a systemic resource and priority gap that positions rural students for inequitable access to social and emotional development opportunities. Results underscore a critical need for targeted policies, funding, and professional development to build capacity and support high-quality SEL in rural educational contexts.
Lovett et al. (Fri,) studied this question.