To plan aspects of SLIFE services and support that foster a student sense of belonging, inclusivity, and well-being.
This section explores promising strategies aimed at supporting the social-emotional well-being of SLIFE. It underscores the importance of creating a sense of belonging and inclusivity by considering the diverse cultural, linguistic, and experiential backgrounds of students and acknowledging the challenges they encounter during their transition into Massachusetts schools. SLIFE have often experienced difficult circumstances and trauma. Some of these experiences may lead to a need for individualized clinical care from therapists and other professionals beyond the school, while others may be addressed through regular social-emotional learning (SEL) activities integrated into the curriculum and services that may be provided by the school.
MA DESE Tools
Source: MA DESE, 2024 Massachusetts Guidance for SLIFE Identification, Services, and Support
Description: This tool provides a way for schools and districts to plan and coordinate a variety of wraparound supports for students identified as SLIFE.
Source: MA DESE, 2024 Massachusetts Guidance for SLIFE Identification, Services, and Support
Description: This form provides a guide for planning an orientation process that introduces, welcomes, and supports students identified as SLIFE and families/caregivers entering the school.
Other Tools & Resources
8 Principles to Build Community with SIFE
Source: NYC Public Schools Division of Multilingual Learners Instructional Resources & Professional Learning
Description: This is a resource provides an overview of eight principles educators, schools, and districts can use to create supportive learning communities for SLIFE.
Exploring Perceptions About Identity Through Self-Portraits
Source: Edutopia (cited by SupportEd in SLIFE Module #1)
Description: Video about a classroom activity "Identity Portraits" that teachers can use to help students learn about each other's identities, help them understand their own biases and prejudices, and build a strong classroom community.
National Child Traumatic Stress Network
Source: National Child Traumatic Stress Network
Description: This website has resources related to psychological first aid and supporting displaced children and families as well as many resources on refugee trauma.
Newcomer Toolkit Chapter 3: Supporting Newcomers' Social, Emotional, & Mental Health Needs
Source: NCELA, U.S. Department of Education
Description: This chapter of the Newcomer Toolkit focuses on social, emotional, and mental health for newcomer students and their families.
Refugee & Immigrant Core Stressors Toolkit
Source: Boston Children's Hospital Trauma and Community Resilience Center
Description: This toolkit will provide you with information about four core stressors that refugees and immigrants may face and sample questions to guide your assessment. These sample questions are not intended as a substitute for clinical judgment. The Boston Children’s Hospital Trauma and Community Resilience Center (TCRC) is dedicated to understanding and promoting the healthy adjustment of youth and families who have experienced trauma and adversity. Their website provides a variety of resources for supporting immigrant and refugee youth.
STRONG for Schools school-based intervention curriculum
Source: Supporting Transition Resilience of Newcomer Groups (STRONG)
Description: Supporting Transition Resilience of Newcomer Groups (STRONG) is an evidence-informed, school-based intervention for immigrant and refugee youth (K-12th grades). STRONG aims to build resilience and address psychological distress associated with the newcomer experience from a culturally contextualized lens. STRONG is delivered by school mental health clinicians and is comprised of 10 group sessions, one individual student session, and teacher and parent education sessions. Elementary and Secondary versions are available. STRONG is currently being implemented in schools throughout Canada and the United States. All materials are available free of cost via the website in multiple languages.
Social Emotional Learning Framework: Essential Actions to Achieve Equity for Multilingual Learners
Source: SupportEd
Description: This framework is a resource for schools and educators to apply a multilingual learner lens to CASEL's five core social and emotional competencies. This tool is useful for educators who serve all multilingual learners, including SLIFE.
Social Emotional Learning Look-fors and Planning Tool for MLs
Source: SupportEd
Description: This is a resource for teachers to think about how they are planning to incorporate culturally and linguistically responsive social-emotional learning into their classrooms for multilingual learners, including SLIFE.
What I Want My Teacher to Know About Me
Source: SupportEd
Description: Free template for students, to share what they would like their teachers to know about them, how they feel about English in different language domains, and goals that they have for themselves.
In his high school biology class, Mr. Georges noticed that Ahmed, a SLIFE student, had a keen interest in cooking. Wanting to make the lessons more relevant to Ahmed's experiences, Mr. Georges incorporated food science concepts into the upcoming unit on chemistry. He used examples of chemical reactions in cooking, such as baking bread and caramelizing sugar, to explain concepts like oxidation and the Maillard reaction. During lab activities, Mr. Georges encouraged Ahmed to share his knowledge of cooking techniques and ingredient interactions, allowing him to feel valued and engaged in the lesson.
When he discovered that Maria, also identified as SLIFE, had a passion for gardening, Mr. Georges decided to incorporate a hands-on gardening project into the plant biology unit. Students were tasked with designing and conducting experiments to investigate factors that affect seed germination and plant growth. Maria shared her expertise on different soil types, composting, and sustainable gardening practices, which enriched the class discussions and experimental design. Her classmates were able to learn from her experiences, and Maria felt empowered to contribute her knowledge to the high-school level scientific inquiry.
By incorporating students' interests and experiences into the curriculum, Mr. Georges not only made the lessons more engaging and relevant but also fostered an inclusive learning environment where SLIFE could share their unique perspectives and feel valued for their contributions.
Image credit: "Nina Veteto helping students plant" by Gary Peeples/USFWS is licensed under CC BY 2.0.