Social-Emotional Learning (SEL)
San Bernardino City Unified School District (SBCUSD) - SWSS Department
SEL Competencies - The CASEL 5
SEL Competencies - The CASEL 5
Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making
Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making
What is Social-Emotional Learning (SEL)? 'SEL is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.'
What is Social-Emotional Learning (SEL)? 'SEL is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.'
What is School-wide SEL? School-wide SEL is a systemic approach to infusing social and emotional learning into every part of students’ educational experience - across all classrooms, during all parts of the school day and out-of-school time, and in partnership with families and communities. This involves cultivating caring, participatory, and equitable learning environments and using evidence-based practices that actively involve all students in their social, emotional, and academic growth.
What is School-wide SEL? School-wide SEL is a systemic approach to infusing social and emotional learning into every part of students’ educational experience - across all classrooms, during all parts of the school day and out-of-school time, and in partnership with families and communities. This involves cultivating caring, participatory, and equitable learning environments and using evidence-based practices that actively involve all students in their social, emotional, and academic growth.
When fully implemented, school-wide SEL contributes to more successful and equitable outcomes for young people, and is evidenced by the following indicators:
When fully implemented, school-wide SEL contributes to more successful and equitable outcomes for young people, and is evidenced by the following indicators:
Academic learning and cognitive growth are inextricably linked with social and emotional development and environments. For example, students learn best when they are focused, find information relevant and engaging, and are actively involved in learning. This requires them to have a ready and focused brain, use emotional regulation skills, and also be in an environment where they feel physically and emotionally safe, connected, included, and supported.
Academic learning and cognitive growth are inextricably linked with social and emotional development and environments. For example, students learn best when they are focused, find information relevant and engaging, and are actively involved in learning. This requires them to have a ready and focused brain, use emotional regulation skills, and also be in an environment where they feel physically and emotionally safe, connected, included, and supported.
Examine where SEL efforts have been impactful and where more support is needed - Questions to Consider
Examine where SEL efforts have been impactful and where more support is needed - Questions to Consider
In what ways are SEL strategies already being implemented to engage and meet the needs of students and their families— in-person and across distance?
In what ways are SEL strategies already being implemented to engage and meet the needs of students and their families— in-person and across distance?
How have these strategies impacted students and families differently (e.g., by race, economic status, home language, etc.), and what inequities have not been addressed?
How have these strategies impacted students and families differently (e.g., by race, economic status, home language, etc.), and what inequities have not been addressed?
How do we efficiently leverage existing school and community programs and resources to better support all students and families?
How do we efficiently leverage existing school and community programs and resources to better support all students and families?
How will we use data to identify effective strategies our school will build to create supportive learning environments and promote social, emotional, and academic learning for all students?
How will we use data to identify effective strategies our school will build to create supportive learning environments and promote social, emotional, and academic learning for all students?
Examine where SEL efforts have been impactful and where more support is needed - Strategies
Examine where SEL efforts have been impactful and where more support is needed - Strategies
Develop and administer family, educator, and student surveys, interviews, and/or focus groups to capture their experiences with previous SEL efforts.
Develop and administer family, educator, and student surveys, interviews, and/or focus groups to capture their experiences with previous SEL efforts.
Identify how educators effectively implemented SEL and relationship building strategies and those who may require additional support in facilitating new types of learning experiences - Conduct an SEL Effort Inventory and Analysis.
Identify how educators effectively implemented SEL and relationship building strategies and those who may require additional support in facilitating new types of learning experiences - Conduct an SEL Effort Inventory and Analysis.
Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action
SEL Must Take Place in a Culturally Proficient Learning Environment
SEL Must Take Place in a Culturally Proficient Learning Environment
Culture is everything you believe and everything you do that enables you to identify with people who are like you and that distinguishes you from people who differ. Lindsey, Robins, Terrell (2009)
As educators and school system leaders attempt to pursue more intentional approaches to social, emotional, and academic development, the absence of a racial equity lens has led to some challenges with implementation and unintended, negative consequences, particularly for students of color and indigenous youth.
As educators and school system leaders attempt to pursue more intentional approaches to social, emotional, and academic development, the absence of a racial equity lens has led to some challenges with implementation and unintended, negative consequences, particularly for students of color and indigenous youth.
Some approaches to SEL may teach students to conform to someone else’s expectations of how they should look, dress, be, or act. Those expectations are typically associated with the dominant (white, middle-class) culture and do not take into consideration students’ own cultures or values. For example, many schools and classrooms are built on more individualistic and competitive models of learning, versus the more communal and collaborative orientation of many communities of color and indigenous peoples. At the same time, schooling must prepare students to act responsibly and professionally in ways that reflect societal norms.
Some approaches to SEL may teach students to conform to someone else’s expectations of how they should look, dress, be, or act. Those expectations are typically associated with the dominant (white, middle-class) culture and do not take into consideration students’ own cultures or values. For example, many schools and classrooms are built on more individualistic and competitive models of learning, versus the more communal and collaborative orientation of many communities of color and indigenous peoples. At the same time, schooling must prepare students to act responsibly and professionally in ways that reflect societal norms.
While all people, regardless of background, need to learn common norms in order to navigate and thrive in American society, efforts to teach SEL competencies should accomplish this while affirming and sustaining students’ diverse linguistic and cultural backgrounds and traditions.
While all people, regardless of background, need to learn common norms in order to navigate and thrive in American society, efforts to teach SEL competencies should accomplish this while affirming and sustaining students’ diverse linguistic and cultural backgrounds and traditions.
Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action
Strategies - Examples:
Strategies - Examples:
Gratitude Activity: Before asking students to participate in a specific gratitude practice, consider how different cultures express gratitude to others. Studies tell us that different cultures share gratitude in very different ways (e.g., verbally, through gifts, etc.). Rather than assuming students typically express gratitude in a similar way, invite them to interview families and community members about what they are grateful for and how/when they share gratitude with others. Then, have students return to class and report on their interviews.
Gratitude Activity: Before asking students to participate in a specific gratitude practice, consider how different cultures express gratitude to others. Studies tell us that different cultures share gratitude in very different ways (e.g., verbally, through gifts, etc.). Rather than assuming students typically express gratitude in a similar way, invite them to interview families and community members about what they are grateful for and how/when they share gratitude with others. Then, have students return to class and report on their interviews.
Community Building Circle: During a community building circle, a teacher emphasized the importance of “active listening,” directing their students to make eye contact with one another. Afterwards, they learned that some of their Native American, Hispanic, and Japanese students do not use eye contact to demonstrate empathy, respect, and/or engagement. During the next community building circle, the teacher asked their students to discuss ways they listen to each other in their respective communities. Students shared a variety of ways they communicate respectful interest (e.g., nodding, not interrupting, etc.).
Community Building Circle: During a community building circle, a teacher emphasized the importance of “active listening,” directing their students to make eye contact with one another. Afterwards, they learned that some of their Native American, Hispanic, and Japanese students do not use eye contact to demonstrate empathy, respect, and/or engagement. During the next community building circle, the teacher asked their students to discuss ways they listen to each other in their respective communities. Students shared a variety of ways they communicate respectful interest (e.g., nodding, not interrupting, etc.).
Mindfulness Activity: Before directing students to “close their eyes” at the start of a mindfulness practice, consider students who may have experienced trauma. Alternative - invite students to choose whether they would like to close their eyes, gaze downward, or keep their eyes open, this provides options that may help students to feel more psychologically and emotionally safe in the classroom.
Mindfulness Activity: Before directing students to “close their eyes” at the start of a mindfulness practice, consider students who may have experienced trauma. Alternative - invite students to choose whether they would like to close their eyes, gaze downward, or keep their eyes open, this provides options that may help students to feel more psychologically and emotionally safe in the classroom.
Teaching Social-Emotional Competencies within a PBIS Framework
Teaching Social-Emotional Competencies within a PBIS Framework
"Increasingly, researchers have recommended teaching social-emotional competencies within a prevention-focused, multi-tiered public health model, because simply adopting a curriculum does not lead to adequate implementation or improved outcomes (Greenberg, Domintrovich, Weissberg & Durlak, 2017; Merrell & Gueldner, 2010). Positive Behavioral Interventions & Supports (PBIS) provides an ideal framework for promoting social-emotional competencies to improve outcomes for the whole child.
"Increasingly, researchers have recommended teaching social-emotional competencies within a prevention-focused, multi-tiered public health model, because simply adopting a curriculum does not lead to adequate implementation or improved outcomes (Greenberg, Domintrovich, Weissberg & Durlak, 2017; Merrell & Gueldner, 2010). Positive Behavioral Interventions & Supports (PBIS) provides an ideal framework for promoting social-emotional competencies to improve outcomes for the whole child.
The following recommendations outline how school personnel can teach social-emotional competencies within a PBIS framework to support systematic implementation through one system, rather than trying to improve student outcomes through separate, competing initiatives.
The following recommendations outline how school personnel can teach social-emotional competencies within a PBIS framework to support systematic implementation through one system, rather than trying to improve student outcomes through separate, competing initiatives.
1) Implement Social-Emotional and Behavioral Support Through A Single Team
1) Implement Social-Emotional and Behavioral Support Through A Single Team
2) Promote Adult Wellness by Creating a Nurturing Staff Environment
2) Promote Adult Wellness by Creating a Nurturing Staff Environment
3) Expand the Data that Teams Use to Identify Which Skills to Teach
3) Expand the Data that Teams Use to Identify Which Skills to Teach
4) Teach Social-Emotional Competencies Using PBIS Instructional Systems
4) Teach Social-Emotional Competencies Using PBIS Instructional Systems
For implementation support: SEL in a PBIS Framework
For implementation support: SEL in a PBIS Framework
Both school-wide SEL and PBIS focus on creating safe and supportive environments, teaching students new skills, and using data to make informed decisions. Their explicit goals, however, differ in that PBIS seeks to ultimately increase positive behavior, while school-wide SEL seeks to empower students and promote more equitable outcomes by helping them build skills and competencies that help students learn and navigate the world more effectively. School-wide SEL offers an opportunity for schools to enhance or refine existing systems of support.
Both school-wide SEL and PBIS focus on creating safe and supportive environments, teaching students new skills, and using data to make informed decisions. Their explicit goals, however, differ in that PBIS seeks to ultimately increase positive behavior, while school-wide SEL seeks to empower students and promote more equitable outcomes by helping them build skills and competencies that help students learn and navigate the world more effectively. School-wide SEL offers an opportunity for schools to enhance or refine existing systems of support.
For implementation support: SEL in a PBIS Framework
For implementation support: SEL in a PBIS Framework
SWSS Department: S. Johns & J. Patrick - 2020
Images obtained from Google Images and/or created by Johns/Patrick