As the use of SEL in schools scales up, these authors discuss the importance of working to promote a clear, consistent, and balanced understanding of what SEL does — and doesn’t — mean to implement effective SEL approaches in our schools.
A Response to Construtive Criticism about Social and Emotional Learning Read More »
Article that includes principles of practice, educator preparation, and considerations for policy makers as they build a positive school climate—where students feel a sense of safety and belonging and where relational trust prevails.
Why School Climate Matters and What Can Be Done to Improve It Read More »
Anti-racist approach to SEL takes a view that recognizes and values the diverse social and emotional skills students bring with them to the classroom. It also relates students’ individual social and emotional struggles to their lived experience with racial injustice and social inequity.
Why We Need an Anti-Racist Approach to Social and Emotional Learning Read More »
A teacher talks about setting up circle discussions to foster community in a classroom, and how they can serve academic and social and emotional purposes.
Article about how the current narrative around SEL is that students must manage and regulate themselves and their emotions, conform and constrict their identities, and not express their fullest, most authentic selves, and urges school districts re-examine how we talk about and teach SEL.
A compilation of various screener tools used to assess behavior, social, and/or academic risk.
Learn about the components of Morning Meetings, an engaging way to start each day, build a strong sense of community, and set children up for success socially and academically. Each morning, students and teachers gather together in a circle for twenty to thirty minutes and interact with one another during four purposeful components.
Researchers have a term for the sense of security that arises when the way that our caregivers help us make sense of the world is consistent with how the world actually is: “epistemic trust.” This epistemic trust—being able to rely on the validity of what we experience and what we see and hear as related to us by those in a position of authority—is at our developmental core how we come to feel secure within ourselves, to trust others, and to feel at home in a world that makes sense. This information can be extrapolated for educators as they navigate a highly political environments and news stories with their students.
The Psychological Effects of the Conflicting Stories We Hear Read More »
As research tells us that 85 percent of teachers report that work-life imbalance was affecting their ability to teach and at least 30 percent of teachers leave the profession within their first five years of teaching, this article asserts that educators’ emotions matter for five primary reasons and supports the need for adult SEL.
Teachers Are Anxious and Overwhelmed. They Need SEL Now More Than Ever Read More »
Key insights from Shawn Ginwright’s social-emotional learning approach that equips educators, administrators, youth workers, caregivers, and students with culturally appropriate techniques to promote healing, self-esteem, and well-being, and also creates positive conditions for academic achievement.
Tackling Unhealed Trauma: A guide to healing-centered engagement Read More »
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