SEL and the Environment

“Promoting social and emotional development includes enhancing the skills that students and adults in schools and in other settings possess and deploy, and depends on features of the educational setting itself, including its culture and climate."

(Jones and Kahn, 2017, p.5)

Research conducted by Osher and Berg (2018) highlights the direct relationship between the environment has on the development of SEL skills in individuals. SEL skills are developed through the conditions created by individual interactions and the environment in which the interactions occur.

How schools and workplaces implement SEL in their environments influence how the SEL competencies are practiced by individuals.

Video Reference: Resnik, H. (2020). SEL: Creating Safe and Supporting Learning Environments. Retrieved from YouTube: https://casel.org/casel-video-creating-safe-supportive-learning-environments/

How to create an environment that supports SEL?

Create an inclusive, safe, and positive space that focuses on developing and improving an individual's emotional and social experience
Create spaces that focus on Cultural Competence and Cultural Responsiveness
Have clear expectations, procedures, and policies
Teachers and work administrators should be exemplars who model the expected SEL competencies within the school or working environment
Create meaningful and authentic experiences
Promote a healthy life style
Promote a balanced and positive mindset
Build and foster Positive Relationships
Develop networks and partnerships within the community
Promote spaces that allow for growth and reflection on developing SEL skills

Diagram Reference: Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018)

“A positive school[and/or work] climate creates the condition for SEL the social and emotional competence of each member of the school community, both individually and collectively, affects school [and/or work] climate.”

(Osher and Berg, 2018)

This diagram highlights interconnections between Environment/Climate and SEL competencies and how they are interconnected in the development of SEL skills in individuals.

Diagram Reference: Osher, D., & Berg, J. (2018). School Climate and Social and Emotional Learning- The Integration of Two Approaches. The Pennsylvania State University. Washington, D.C.: American Institutes for Research. Retrieved July 2020, from https://www.air.org/resource/school-climate-and-social-and-emotional-learning-integration-two-approaches

“There is an inextricable link between school climate and SEL. Attention to school climate is necessary for knowledge building and promoting of SEL in students an adults, just as attention to SEL is necessary for knowledge building and improvement of school/[work] climate.”

(Osher and Berg, 2018,p. 12)

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References:

Brandie, O. M. (2018). Indiana Department of Education Social-Emotional Learning Toolkit: Built Upon A Neurodevelopmental Culturally Responsive Framework. Scholarship and Professional Work- Education, 2-70. Retrieved July 2020, from https://digitalcommons.butler.edu/cgi/viewcontent.cgi?article=1160&context=coe_papersCASEL. (2013). CASEL Guide: Preschool and Elementary Edition. Retrieved from CASEL: https://casel.org/preschool-and-elementary-edition-casel-guide/CASEL. (2020). Approaches. Retrieved from CASEL: https://casel.org/what-is-sel/approaches/CASEL. (2020). What is SEL? Retrieved from Collaborative for Academic, Social, and Emotional Learning (CASEL): https://casel.org/what-is-sel/Davidson, R. (2008, February 27). The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning. Retrieved from Edutopia: https://www.edutopia.org/video/heart-brain-connection-neuroscience-social-emotional-and-academic-learningFuture of Jobs Report, World Economic Forum. (2020). Six of the Top 10 skills identified by the World Economic Forum involved social and emotional competence. Retrieved from CASEL- Resources: Infographics: http://files.constantcontact.com/2b18842b001/8abbecd0-4f35-4932-8294-f6065c3f7711.pdfImmordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for integrated social, emotional, and academic development. The Aspen Institute, The National Commission on Social, Emotional, and Academic Development, Washington, D.C. Retrieved July 2020, from https://assets.aspeninstitute.org/content/uploads/2018/09/Aspen_research_FINAL_web.pdfImmordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Social- Emotional learning also supports academic learning. Retrieved from United Nations Educational, Scientific and Cultural Organization : https://mgiep.unesco.org/article/the-brain-basis-for-social-emotional-learning-also-supports-academic-learningJones, S. M., & Bouffard, S. M. (2012). Social Policy Report- Social and Emotional Learning in schools from programs to strategies. Harvard Graduate School of Education. Washington, D.C.: Society for Research in Child Development. Retrieved July 2020, from https://files.eric.ed.gov/fulltext/ED540203.pdfJones, S. M., & Kahn, J. (2017). The Evidence Base for How We Learn. The Aspen Institute. National Commission on Social, Emotional, and Academic Development. Retrieved July 2020, from https://assets.aspeninstitute.org/content/uploads/2017/09/SEAD-Research-Brief-9.12_updated-web.pdfKids Matter Australia. (2015, 26 February ). The five social and emotional competencies. Retrieved from YouTube: https://www.youtube.com/watch?v=pWZeR1bB038&t=217sLoveless, B. (2020). Social-Emotional Learning: The Complete Guide. Retrieved from Education Corner: https://www.educationcorner.com/social-emotional-learning-guide.htmlNational Commission on Social,Emotional, & Academic Development. (2020). The Evidence Base for How we Learn. Retrieved from CASEL- Resources: Infographics: http://files.constantcontact.com/2b18842b001/97ecf632-5611-45c7-aac2-ce8acd76bffc.pdfOsher, D., & Berg, J. (2018). School Climate and Social and Emotional Learning- The Integration of Two Approaches. The Pennsylvania State University. Washington, D.C.: American Institutes for Research. Retrieved July 2020, from https://www.air.org/resource/school-climate-and-social-and-emotional-learning-integration-two-approachesResnik, H. (2020). SEL: Creating Safe and Supporting Learning Environments. Retrieved from YouTube: https://casel.org/casel-video-creating-safe-supportive-learning-environments/Shanker, D. (2014, November 8). Social-emotional learning: Measuring what matters domain paper. Retrieved 2020, from People for Education: https://peopleforeducation.ca/report/sel-domain-paper/#chapter1Transforming Education. (2019, May). Transforming Education - SEL Integration Approach for Classroom Educators. Retrieved from Transforming Education: https://www.transformingeducation.org/wp-content/uploads/2019/06/SEL-Integration-Approach-Quick-Reference-Guide.pdf

Photo/Image References:

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