Learn more about CASEL’S framework, known to many as the “CASEL wheel,” that helps cultivate skills and environments that advance students’ learning and development. This framework creates a foundation for applying evidence-based SEL strategies to your school community.
Sustaining SEL efforts over the long term is crucial to allow children to adequately develop these skills. But that sustainability faces barriers in the form of staff turnover, limitations on resources, and competing for precious classroom time against other programs and initiatives. This article provides six key ways to support sustaining SEL PreK–12 efforts districtwide.
Framework for Early Childhood: The Pyramid Model is a framework of evidence-based practices for promoting young children’s healthy social and emotional development.
This brief reviews research on how positive school climates support SEL and how improved SEL contributes to improved school climate in elementary and secondary schools. The brief discusses school climate, SEL, and blended models that have effects on school climate and social and emotional competence.
School Climate and Social and Emotional Learning: and Integration of Two Approaches Read More »
The BELE Framework, from the National Equity Project, stands for Building Equitable Learning Environments, and is a guide for transforming student experiences and learning outcomes.
Some of the most common frameworks for organizing student supports are Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS). Adopting schoolwide SEL does not mean that a school must abandon these existing frameworks. Rather, schoolwide SEL offers an opportunity to enhance or refine existing systems of support. This guide from CASEL defines Schoolwide SEL, MTSS, and PBIS, then describes how these frameworks can align with and complement one another.
Connecting Schoolwide SEL with Other School-Based Frameworks Read More »
This guide examines some common root causes of staff resistance, such as burnout, a lack of trust, and fear. It offers actionable strategies for leaders to mitigate the effects of resistance by encouraging them to recognize such resistance as a source of vital information that productively illuminates important gaps or opportunities in initiative implementation. By reframing their approach as one of openness and curiosity, leaders can create favorable conditions for school staff to support the school climate initiative. Questions throughout the guide provide opportunities for leaders to reflect on the best staff engagement approaches.
Re-framing and Understanding Staff Resistance to Advance Positive School Climate Read More »
This educator discusses how if students feel anxious socially, they will not be open to taking academic risks, so building a culture of belonging has become his greatest priority. He clarifies what he means by “belonging;” it’s not about “fitting in”—students’ individuality and uniqueness should always be valued. Belonging in the classroom means ensuring that all students feel welcomed, comfortable, and part of the school family. These five strategies can help ensure that students feel they belong in your classroom.
Every Student Matters: Cultivating Belonging in the Classroom Read More »
Schools play an important role in supporting young people’s social and emotional development. Districts and schools engage in many different practices to grow and develop students’ and staff members’ social and emotional competencies to help them be successful. Broad areas of social and emotional competence are: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
The resources in this learning playlist focus on SEL instruction and modeling and are recommended for schools or districts starting in this work. Your school or district may be exploring this work and wondering where to begin.
Modeling and Instruction – Social & Emotional Learning Initiating Playlist Read More »
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