In Arts Education and Social-Emotional Learning Outcomes Among K-12 Students: Developing A Theory of Action, the authors describe how arts learning experiences have the potential to promote the development of socialemotional competencies and suggest that these developmental processes can be replicable across subject areas.
Evidence suggests that practices traditionally found in arts education can play a critical role in developing college- and career-ready skills, such as innovation and collaboration. Participation in arts education processes and practices can translate into the development of both artistic and social-emotional competencies, including self-management, self-discipline, interpersonal skills, and self-expression, that extend beyond arts.