Learning supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
➤ In my plan, SEL is more than individual growth—it’s about nurturing students in ways that positively impact families, classrooms, communities, and the land we share.

Learning is holistic, reflexive, reflective, experiential, and relational.
➤ I designed activities that engage the whole child—emotionally, socially, mentally, and physically. Students reflect, share, create, and connect with each other and the natural world.

Learning involves recognizing the consequences of one’s actions.
➤ My SEL lessons help students understand how their choices and behaviors affect others, and how to take responsibility in ways that build kindness and accountability.

Learning is embedded in memory, history, and story.
➤ I use stories like The Name Jar and Chrysanthemum to help students reflect on their identities and learn from the lived experiences of others. Storytelling creates space for empathy and understanding.

Learning involves patience and time.
➤ This plan is meant to unfold across the whole year. SEL takes time—and I’ve built in space for reflection, growth, and revisiting goals regularly.

Learning requires exploration of one’s identity.
➤ Identity work is at the heart of this plan. I want students to feel proud of who they are and supported in exploring their names, values, emotions, and cultural backgrounds.

Learning involves generational roles and responsibilities.
➤ I believe students can be powerful contributors to their school and wider community. This plan encourages them to think about their role in creating safe, inclusive spaces.

Learning recognizes that some knowledge is sacred and only shared with permission and in certain situations.
➤ I approach Indigenous content with care and humility. I understand that not all knowledge is mine to share and that cultural teachings must be treated with deep respect.

Learning is embedded in a sense of place, and the land is a teacher.
➤ Outdoor lessons are a key part of this plan. I want students to learn with the land—to notice, listen, and reflect. Nature offers calm, clarity, and connection.