The fourth level of SEL instruction/support occurs indirectly as students navigate through the school culture. In an environment where SEL skills are consistently modeled by staff, students experience what SEL competencies look like, feel like, and sound like within authentic interactions. Because students are immersed in an SEL culture, where display of the competencies are apparent in every location, the likelihood of skills being internalized greatly increases.
Schools who commit to SEL intentionally cultivate a caring, participatory, and equitable learning environment and evidence-based practices that actively involve all students in their social, emotional, and academic growth. This approach infuses social and emotional learning into every part of students’ daily lives—across all of their classrooms, during all times of the school day, and when they are in their homes and communities. SEL is a deeply ingrained part of the way students and adults interact both in the classroom and out of it, and helps provide children with equitable, supportive, and welcoming learning environments. (CASEL)
Positive climate/cultures promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and adopt school-wide practices that emphasize equitable engagement and support. SEL can be used to drive systemic change, uplift marginalized voices, and promote belonging and equity. (CASEL)
When building a positive climate/culture, it will be critical to ensure:
a) the voices, opinions, and perspectives of the students, families, community, and staff are included, and
b) the lived experiences of the students and their families are reflected
(Integrating Social, Emotional, Academic Development)
The Tier 1 Climate & Culture Team, by definition, is responsible to understand the school climate and support the building of positive school-wide (cultural) practices. Involving the perspectives of the school community will be especially important as the Tier 1 Climate & Culture Team establishes SEL informed policies in TFI 1.5 & TFI 1.9. It is in the defining and responding to both "Problem Behaviors" and "Appropriate" behaviors where the majority of inequities become most apparent.