Multi-Informant Assessment of Social–Emotional Learning: Examining Convergence and Divergence Among Students, Parents, and Teachers

This study examined cross-informant convergence in social–emotional learning (SEL) assessment by quantifying associations among students’ self-reports, parent ratings, and teacher ratings across SEL domains. The sample included 2,253 students (51.5% female; 46.1% White; aged 10–17 years) enrolled in 464 classrooms across multiple grade levels and public schools in South and Southeast Brazil, along with reports from 2,156 parents (87.2% female) and 151 teachers. Three-level linear mixed-effects models (students nested within classrooms within schools) revealed systematic informant-related differences in perceived social–emotional competencies, with parents consistently reporting higher SEL scores than students, and teachers’ ratings generally falling in between. Effect sizes were small to moderate. With the exception of social awareness, a clear parent–teacher–student gradient was observed across domains. Measurement invariance testing supported scalar invariance across student and parent versions, lending psychometric support to cross-informant comparisons. Overall, these findings suggest that SEL is context-dependent rather than uniformly perceived, underscoring the importance of multi-informant assessments to avoid biased or incomplete conclusions.