Social & Emotional Learning / Physical Development

Social and Emotional Learning Social and emotional learning (SEL) provides a foundation for safe and positive learning, and enhances students' ability to succeed in school, careers, and life.

Benefits of SEL Include (Durlak et al., 2011; Farrington et al., 2012; Sklad et al., 2012).

• More positive attitudes toward oneself, others, and tasks including enhanced self-efficacy, confidence, persistence, empathy, connection and commitment to school, and a sense of purpose

• Reduced conduct problems and risk-taking behavior

• Decreased emotional distress

• Improved test scores, grades, and attendance

In the long run, greater social and emotional competence can increase the likelihood of high school graduation, readiness for postsecondary education, career success, positive family and work relationships, better mental health, reduced criminal behavior, and engaged citizenship (e.g., Hawkins, Kosterman, Catalano, Hill, & Abbott, 2008; Jones, Greenberg, & Crowley, 2015).(Edutopia)

In order to provide a foundation for safe and positive learning, MAUSD has adopted the framework provided by Positive Behavior Interventions and Support (https://www.pbisvermont.org/). By the end of SY 2020-2021 all schools will have implemented universal, targeted and intensive structures for support.

MAUSD uses a Multi-Tiered System of Support (VTMTSS) in order to address student SEL and academic needs across all levels. At the Universal Level, every school uses School-wide and Classroom-based PBIS practices and strategies.

SEL enhances a student's ability to succeed in school, careers, and life by explicitly teaching SEL skills alongside academic content area skills. MAUSD is in the draft phase of creating our SEL proficiency and learning targets.

SEL is a lever for equity and we view our ongoing work through that lens. By fostering universal learning environments where all students feel supported and engaged we increase both learning and emotional connection. By explicitly teaching SEL skills we create equity in the practice of addressing student growth and need.

SEL at MAUSD is guided by the foundational norms of growth through reflective practices and feedback. All staff have received training in restorative practices and students regularly engage in restorative circle practices. All MAUSD staff use constructivist listening (dyad) protocol as a means for reflection on professional problems of practice.