Social and Emotional Learning
“The skills we teach today influence the behaviors we experience as a culture tomorrow.” - Houston Kraft
Social and Emotional Learning (SEL) is a term used to describe the way children and adults acquire social and emotional skills. It includes things like managing difficult emotions, making responsible decisions, handling stress, setting goals, and building healthy relationships. When schools, families, and community partners work together to prioritize the social and emotional experiences young people have at school, we can make sure all students have rich opportunities to learn and practice important skills that help them collaborate, solve problems, and succeed in school, college, career and life.
In June of 2023, the Oregon State Legistalture adopted Oregon’s Transformative Social and Emotional Learning Framework & Standards.
Oregon's 5 SEL Standards:
Standard 1: Self-Awareness & Identity
Standard 2: Self-Management & Agency
Standard 3: Social-Awareness & Belonging
Standard 4: Relationship Skills & Collaborative Problem-Solving
Standard 5: Responsible Decision-Making & Curiosity
For more information about SEL in K-12 public schools in Oregon, visit the Oregon Department of Education Website.
Social and Emotional Learning in the Central School District
The Central School District is working to implement 3 Signature SEL Classroom Practices District-Wide, along with the evidence-based curriculum we have adopted to explicitly teach social and emotional skills:
Start Intentionally and Relationally: Start each day or class session with a class circle or meeting. Meetings include relationship builders and opportunities to build emotional literacy. Intentionally build times for connection to practice social skills, build empathy and to foster a sense of belonging at school.
Engaging Strategies (provide opportunities for emotional regulation to support learning): Incorporate brain-care activities to practice emotional regulation. (relaxation breathing, mindfulness to promote self-awareness, listen to music, dance, movement, brain breaks, etc... )
Exit Intentionally and Relationally (Optimistic Closures): End the day or class session with reflection. Have students name something that helps them leave on an optimistic note. Create a moment that helps students look forward to returning tomorrow.
Signature practices modified by Central School District13J (2022) based on: “Three Signature SEL Practices.” Oakland Unified School District, 2016, and; “Three Signature SEL Practices for the Classroom, PDF download” Washoe County School District, 2017
Small Group Curriculum for Social and Emotional Skill Development:
The One Circle Foundation onecirclefoundation.org/models
