The CASEL Guide to Schoolwide SEL leads school-based teams through a process for systemic SEL implementation. This printable summary offers a compact set of essential tools for use during professional learning or as a quick reference for coaches and SEL team leaders. It includes illustrated overviews of the four focus areas and fundamental resources within each section. More detailed content and many more resources are available in the full CASEL School Guide at schoolguide.casel.org
When teachers explicitly recognize and respond to their emotions in class, students learn to engage in these processes themselves.
Helping students regain their calm after misbehavior doesn’t mean there are no consequences—it ensures that the right lesson is learned.
Leading for equity with the brain in mind - references Zaretta Hammond’s Culturally Responsive Brain Rules.
Explore the links on this page to find resources for integrating Social Emotional Learning into the everyday academic development of your classroom.
Practices for educators and parents for supporting learning and well-being during the Coronavirus crisis.
CASEL’s SEL framework fosters knowledge, skills, and attitudes across five areas of competence and multiple key settings to establish equitable learning environments that advance students’ learning and development.
Empower students to create a culture of kindness.
These three signature practices can help integrate SEL practices into any classroom, meeting or youth-serving agency to promote community-building and deeper engagement.
A deep understanding of how adversity and stress can affect the brain creates the foundation for supporting whole child development with a trauma-sensitive lens.
Self-awareness and self-management are two of the five components that make up CASEL’s model of SEL.
Self-Awareness is simply the ability to be aware of one’s inner life–one’s emotions, thoughts, behaviors, values, preferences, goals, strengths, challenges, attitudes, mindsets, and so forth– and how these elements impact behavior and choices across contexts.
Middle and high school students often experience strong feelings, and self-regulation tools can help them feel in control.
Students will be able to examine how both figurative language and movement can be used to send a message or represent an idea.
Students will be able to make connections—text-to-self, text-to-text, and/or text-to world—to the poem, “Still I Rise.”
To help early elementary students manage big emotions, try breathing exercises and sharing how you deal with overpowering feelings.
All Our Emotions Have Feelings
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