Parent Resources
IMPACTS OF SOCIAL-EMOTIONAL LEARNING:
Students, families, schools, and communities are all part of broader systems that shape learning, development, and experiences. Inequities based on race, ethnicity, class, language, gender identity, sexual orientation, and other factors are deeply ingrained in the vast majority of these systems and impact young people and adult social, emotional, and academic learning. While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help create the conditions needed for individuals and schools to examine and interrupt inequitable policies and practices, create more inclusive learning environments, and reveal and nurture the interests and assets of all individuals.
Community Perspectives on SEL:
When schools and families form authentic partnerships, they can build strong connections that reinforce students’ social-emotional development.
Families and caregivers are children’s first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts.
Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools’ norms, values, and cultural representations reflect their own experiences.
Community partners and programs can provide safe and developmentally rich settings for learning and development. Community programs can also offer opportunities for young people to practice their social and emotional skills in personally relevant settings that can create future opportunities.
7 Things To Do When Responding To Your Child's Academic Failure
Take some time every day to focus on other aspects of their lives, such as friends, hobbies, education, etc. that don’t involve thinking about the child’s problems.
As often as possible, try to focus on what the child does well in school—either academically, athletically, etc.
Work with teachers, counselors, and others in the community to maximize opportunities for the child to interact with those who can provide education, guidance, and mentoring.
Provide enjoyable activities in which the child excels—in computers, sports, the performing arts, etc.—to boost self-esteem and resiliency.
Talk to the child about what needs to improve academically and behaviorally in a non-threatening manner.
Consider other educational alternatives, such as homeschooling, outside tutoring, therapy, etc.
Provide positive feedback to teachers and administrators who work with the child, as this will motivate them to do even more to assist them.
8 Things to Avoid When Responding to Your Child's Academic Failure
Avoid blaming themselves and past family problems for their child’s issues.
Avoid angrily accusing the child of trying to hurt themselves or the family.
Avoid blaming the teacher for their child’s academic failure.
Avoid taking the child to a psychologist or counselor in the hope that they can “fix” the child’s problem or recommend a strategy that will get the child to become more academically inclined and behaviorally successful quickly.
Avoid increasing the frequency and severity of punishments.
Avoid giving up trying to help; wait instead for the child to come around on her own.
Avoid blaming themselves for the child’s problems, as this can lead to feelings of depression and guilt that are not helpful to anyone.
Avoid comparing the child to any other child, as such comparisons can make the child feel unloved and devalued and will lessen the motivation to improve.
Here are some parenting habits that experts find indicative of student success:
Parents transmit hope. They say, “Life may not be all I want it to be, but it’s going to be better for my children.” They believe the world is going to be better for their child.
Parents are consistent. In the households of high-achieving students, parents tend to create and implement rules that remain relatively unchanged from day to day.
Parents are complimentary. Parents of high-achievers praise the children because they understand that their words will have either a positive or negative effect.
Parents have high expectations for their children. They expect them to do well and go on to college, join the workforce, or start their own business after high school. They give explicit messages about what’s expected of them in the future.
Parents believe they are the primary educators of their children. They do not put a significant or disproportionate burden on the teacher, but on themselves.
