Safety & Belonging in Classrooms and Schools
California Social and Emotional Learning�Topic 2
Add a Welcoming Ritual here
California Social and Emotional Learning �
TOPIC 2: Safety & Belonging in Classrooms and Schools
2.1
Why Belonging Matters
California Social and Emotional Learning �
Learning Objectives
2.1 Why Belonging Matters
Link Objectives to Developmental Indicators in�California Transformative SEL Competencies
2.1 Why Belonging Matters
Let’s Discuss
After watching the video, reflect on the following questions:
What were the two researchers’ definitions of “belonging” provided in the video?�
What did you agree with in the two definitions? What is missing?
�Think of a time when you felt like you belonged in a learning environment—when both your peers and your teacher(s) accepted you, cared about who you were as a person, and you felt safe to speak up, take risks, and fail – what did it feel like? What did your teacher(s) and peers do or say to make you feel like you belonged?
Let’s Discuss
Now, think of a time when you didn’t feel like you belonged,
What did it feel like physically?
What did it feel like emotionally?
How do you act and what do you feel like when you’re in an environment where you feel you belong?
TAKE IT DEEPER
2.1 Why Belonging Matters
Complete “Exploring Beliefs about Belonging”
Group Reflection
After completing Beliefs About Belonging reflect:
What does this quote tell us about how justice can lead to a greater sense of community and belonging? ��Think about a time when an injustice has fractured a school community or sense of belonging? What was the response from students and staff? ��When have you experienced a time when justice has brought people together and affirmed belonging for a person or group of people?
Topic 2: Safety & Belonging in Classrooms and Schools
2.2 Knowing Ourselves First: Surfacing Our Beliefs About Social and Emotional Well-Being and Belonging in Schools
California Social and Emotional Learning �
Learning Objectives
2.2 Knowing Ourselves First: Surfacing Our Beliefs About Social and Emotional Well-Being and Belonging in Schools
Link Objectives to Developmental Indicators in�California Transformative SEL Competencies
2.2 Knowing Ourselves First: Surfacing Our Beliefs About Social and Emotional Well-Being and Belonging in Schools
Let’s Discuss
After watching the video consider:
How do you define personal well-being and collective well-being?�
How are your definitions relevant to your students’ lives, both in and out of school? Would they agree with your definitions? Would your colleagues agree?�
Why are you bringing this work into your classroom or school?�
Do your reasons align with your colleagues’ reasons and/or with why students’ families might want to do this work in schools?
2.2 Knowing Ourselves First: Surfacing Our Beliefs About Social and Emotional Well-Being and Belonging in Schools
Let’s Discuss
After watching the video consider:
If you were to explain the iceberg model of culture to a student or colleague, how would you explain it?�
How can the iceberg model of culture be used to surface our beliefs about social-emotional well-being?�
If a student or colleague comes from a different background than yours, how might you learn more about their background in order to better connect with them?
2.2 Knowing Ourselves First: Surfacing Our Beliefs About Social and Emotional Well-Being and Belonging in Schools
Let’s Discuss
After watching the video consider:
When have you seen or read an SEL lesson that didn’t align with your cultural beliefs and background or with your students’ background? How might you adapt the lesson to fit the cultural norms of your students?�
Think of a time you may have changed or avoided discussions on race, culture, or identity because the content felt too “risky” or made you uncomfortable because of your beliefs? What might be a downside of avoiding conversations or topics you personally find challenging?�
Do your beliefs about personal and collective well-being privilege your values over your students’ values in any way? For example, do you believe that personal well-being is more important than collective well-being? If your beliefs differ, is it possible to honor these differences in a way where none are viewed through a deficit lens?
Video Series
Kamilah Drummond-Forrester on Belonging: ��What Does It Mean to Belong?
�Building a Culture of Belonging through Adult Reflection�� Bringing an Equity Lens to SEL��A New Vision of Education
Let’s Discuss
After watching the videos consider:
What stood out for you from the interview with Kamilah? Why?
�What reflection practice do you use to challenge your assumptions about others?
TAKE IT DEEPER
2.2 Knowing Ourselves First: Surfacing Our Beliefs About Social and Emotional Well-Being and Belonging in Schools
Complete “Iceberg Questions: Reflecting on Culture”
Group Reflection
Use your responses from the Iceberg Questions handout to consider the following:
How are your personal beliefs positively contributing to bringing SEL into your classroom or school?�
In what ways could you make SEL increasingly “culturally expansive” in your classroom or school to honor your students’ families varying approaches to social and emotional well-being?�
What are three immediate next steps you can take to better understand your beliefs and their impact on the classroom or school culture, better understand your classroom or school’s social norms and the beliefs driving them, and/or make SEL increasingly “culturally expansive?”
Topic 2 Safety & Belonging in Classrooms and Schools
2.3 The Questions of Belonging: Interventions to Help Students Feel Like They Belong
California Social and Emotional Learning �
Learning Objectives
2.3 The Questions of Belonging: Interventions to Help Students Feel Like They Belong
Link Objectives to Developmental Indicators in�California Transformative SEL Competencies
2.3 The Questions of Belonging: Interventions to Help Students Feel Like They Belong
Group Reflection
Describe a time when you walked into a situation that was totally new for you and you didn’t know anyone or the social norms of the situation. What were you feeling? What was your behavior? What questions went through your mind? Did you eventually feel like you belonged? If so, what helped you to do so?
�What questions of belonging do you think your students might have? How could you learn more from your students about their feelings of belonging?
�What structures and/or values in your school might make students feel as if they don’t belong? If you were to use one of the research-based interventions to help students feel like they belong—or some other method—how could you ensure that the intervention did not help maintain structures that excluded students?
�How are you bringing student voice into creating a culture of belonging at your school? What more could you do?
TAKE IT DEEPER
2.3 The Questions of Belonging: Interventions to Help Students Feel Like They Belong
Complete “The Questions of Belonging”
Topic 2 Safety & Belonging in Classrooms and Schools
2.4
Meeting Students’ Psychological Needs to Help Them Feel Like They Belong
California Social and Emotional Learning �
Learning Objectives
2.4 Meeting Students’ Psychological Needs to Help Them Feel Like They Belong
Link Objectives to Developmental Indicators in�California Transformative SEL Competencies
2.4 Meeting Students’ Psychological Needs to Help Them Feel Like They Belong
Group Reflection
How is your school meeting students’ need for autonomy, giving them space to choose who they want to be and the lives they want to live? What is one thing your school could do to increase students’ sense of autonomy? How is your school meeting this need in teachers?�
How is your school meeting students’ need for relatedness, or helping them feel connected to people and groups? What is one thing your school could do to increase students’ sense of relatedness? How is your school meeting this need in teachers?�
How is your school meeting students’ need for competence, helping them to use and grow their skills and expertise, both inner and outer? What is one thing your school could do to increase students’ feeling of competence? How is your school meeting this need in teachers?
TAKE IT DEEPER
2.4
Meeting Students’ Psychological Needs to Help Them Feel Like They Belong
Complete “SWOT Analysis Psychological Needs”
TOPIC 2: Safety & Belonging in Classrooms and Schools
2.5 Cultivating Belonging Through Teacher-Student and Peer Relationships
California Social and Emotional Learning �
Learning Objectives
2.5 Cultivating Belonging Through Teacher-Student and Peer Relationships
Link Objectives to Developmental Indicators in�California Transformative SEL Competencies
2.5 Cultivating Belonging Through Teacher-Student and Peer Relationships
Let’s Discuss
After watching the video, reflect on the following questions:
How do you foster positive relationships with students?
How do you support students in their development of healthy identities?�
What supports are in place at your school that help students and teachers to cultivate positive relationships with each other?
In what ways could you or your school improve in any of these areas?
Video
2.5 Cultivating Belonging Through Teacher-Student and Peer Relationships
Let’s Discuss
After watching the video, reflect on the following questions:
How do you and/or your school encourage positive relationships among students?�
How does your school encourage cross-group friendships?
What opportunities do students have to take the lead in building relationships with other students?
In what ways could you or your school improve in any of these areas?
TAKE IT DEEPER
2.5 Cultivating Belonging Through Teacher-Student and Peer Relationships
Complete “Cultivating Belonging through Teacher-Student and Peer Relationships”
Topic 2: Safety & Belonging in Classrooms and Schools
2.6
Building a Belonging School Through Trust and Psychological Safety
California Social and Emotional Learning �
Learning Objectives
2.6 Building a Belonging School Through Trust and Psychological Safety
Link Objectives to Developmental Indicators in�California Transformative SEL Competencies
2.6 Building a Belonging School Through Trust and Psychological Safety
Let’s Discuss
After watching the video consider:
Think of a work experience in which there was a high level of trust among you and your colleagues. What did that feel and look like? How was trust fostered? �
Consider the elements of trust (i.e., openness, benevolence, honesty, reliability, competence). How were these put into practice among you and your colleagues?
�How does your school foster trust among staff and students—or does it? What is one thing that could help increase the levels of trust, especially with diverse groups?
2.6 Building a Belonging School Through Trust and Psychological Safety
Let’s Discuss
After watching the video consider:
TAKE IT DEEPER
2.6 Building a Belonging School Through Trust and Psychological Safety
Complete “Building Trust in Classrooms and Schools”
Add an Optimistic Closure here
California Social and Emotional Learning �
98%
THE RESULTS
OF THE WORLD POPULATION RATED THEMSELVES 9 ON THE HAPPINESS SCALE