WHAT IS SOCIAL-EMOTIONAL LEARNING (SEL)?

Florence Sawyer School

School Council

January 2018

DEFINING SOCIAL AND EMOTIONAL LEARNING (SEL) CASEL.org

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

What is SEL? (CASEL.org)

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Social and emotional learning involves the�development of skills in 5 areas:

SEL

Self-awareness

Social awareness

Relationship

skills

Responsible decision making

Self-management

FIRST AREA OF SEL: �SELF-AWARENESS

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Self-awareness enables students to recognize the impact of emotions and thoughts on behavior. It includes assessing strengths and weaknesses accurately, leading to a well-grounded sense of confidence and optimism.

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SECOND AREA OF SEL: �SELF-MANAGEMENT

Self-management is the ability to regulate emotions, thoughts, and behaviors in different situations.

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THIRD AREA OF SEL: �SOCIAL-AWARENESS

Social awareness develops perspective about, and empathy for, others; an understanding of social and ethical norms for behavior; and a recognition of resources for support from family, home, and community.

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� FOURTH AREA OF SEL: �RELATIONSHIP SKILLS

Relationship skills are needed to establish and maintain healthy connections. They include communicating clearly, listening actively, and cooperating, as well as resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help.

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FIFTH AREA OF SEL: �RESPONSIBLE DECISION-MAKING

Responsible decision-making makes possible constructive and respectful choices about personal behavior and social interactions based on ethical standards, safety concerns, social norms, and a realistic evaluation of outcomes in a given situation.

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SEL IMPROVES ACADEMIC OUTCOMES

Average gain of 11 percentile points on standardized academic achievement test scores.

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11 %

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.

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CASEL

• Significantly improve students' ability to tolerate frustration plus their ability -- and willingness -- to use effective conflict-resolution strategies
• 41% less adult intervention in minor conflicts
• 42% less aggressive behavior
• 44% decrease in suspensions
• 27% decrease in other disciplinary actions
• Students with greater social and emotional competency are less likely to be aggressors, targets of bullying or passive bystanders. (CASEL)

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SEL IS ONE OF FIVE KEY STRATEGIES OF THE MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION

Research and experience demonstrate that preparing all students for success (in school, the workplace, civic life, and more) includes attending to their social-emotional and health development.

Furthermore, academic and social-emotional competencies are mutually reinforcing. Key levers in this work also include safe and supportive school climate and culture, and effective family engagement

MASS. DEPT. OF ELEMENTARY AND�SECONDARY EDUCATION (DESE)

The Department recommends a tiered approach to SEL, where all students get high quality instruction in core competencies of SEL, some students will need supplemental supports for these core competencies, and a few students will need intensive supports for these core competencies. The distinction between supplemental and intensive supports will vary based on need and student population.

Developing SEL Competencies

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NRSD CURRICULUM WELCOME PAGE: EDUCATING THE “WHOLE CHILD”

WHOLE CHILD philosophy-

Education of the whole child as healthy, safe, engaged, supported and challenged. ASCD.org

NASHOBA REGIONAL SCHOOL�DISTRICT IMPROVEMENT PLAN (DIP)�GOAL 2:�TO RAISE AWARENESS OF THE RISKS AND NEEDS OF OUR STUDENTS WITH ALL STAKEHOLDERS AND �TO EDUCATE ALL STUDENTS

Actions: Planning Committee conducts needs assessment to guide implementation of educational programs

Planning Committee raises community awareness

Health Curriculum Grades 3-5 incorporate Life Skills Training

Life Skills Training Curriculum is implemented in grade eight classrooms.

NRSD DIP 2017-2018

• Expected Benchmarks:
• At least four forums related to social-emotional learning are provided for the community
• Health Curriculum Grades 3-5 are updatd to incorporate Life Skills Training
• Life Skills Training Curriculum is implemented in Grade 8 classrooms

• Outcomes:
• Community Awareness around social and emotional learning needs of students is increased.
• Targeted implementation of student programs and revised curriculum are developed.

AVENUES TO BEGIN SEL: POSSIBLE SCHOOL COUNCIL GOALS�

-Develop a vision statement for SEL with input from all members of the school community

-Establish a SEL Committee representing all members (to work on SEL vision and survey)

-Create a SEL survey to show what is already in place and analysis survey results to indicate what additional emphasis is warranted