by Ed Wood
What is Social/Emotional Learning (SEL)?
- Acquiring the ability to understand and appropriately process the feelings and emotions of ones self and others
- Social/Emotional Learning enhances self-awareness, responsible decision making, self-management, and relationship skills
- Studies have proven Social/Emotional skills can be learned at any age
Research Connecting Adult Social/Emotional Skills Competency and Student Learning
- Emotional skills of teachers influence student conduct, engagement, attachment to school, and academic performance (Baker, 1999; Hawkins, 1999; Schaps, Battistich, & Solomon, 1997; Sutton & Wheatley, 2003; Wentzel, 2002).
- Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching (Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008).
- School leaders with strong SEL competencies build and maintain positive and trusting relationships among members of the school community (Patti and Tobin, 2006).
- Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments (Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008).
Durlak, et al. 2011
- A meta-analysis of 213 studies showed that, on average, educational programs designed to promote social and emotional learning were capable of producing 11 percentile-point gains in academic achievement, compared to traditional educational programs that were not designed to directly promote social and emotional competencies.
High quality education in academic, social, and emotional learning includes two complementary approaches:
- Explicit instruction designed to directly promote academic, social, and emotional learning
- The creation of positive learning environments and school climates that foster conditions and experiences, such as healthy and affirming relationships with adults and peers, positive role models, and appropriately stimulating and well-structured curricula, where students feel safe and engaged, and where deep learning can occur.
Explicit SEL Instruction
- Professional development for teachers involving self-reflection and self-analysis
- Peer-to-peer interactions to foster healthy school culture
- Ongoing, in-house training for incorporation of SEL into daily classroom interactions
- Analysis of data to refine process
School Climate Development
- Implementation of SEL training for students
- Pre and post assessments to measure student SEL growth and comparison to academic performance
- Ongoing monitoring and adaptation of program as needed
- Stakeholder climate survey for 360 degree data regarding school culture and climate
- The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
- The ability to accurately recognize one’s emotions and thoughts and how these influence behavior. Self-awareness also includes the ability to accurately assess one’s strengths and limitations and possess a well-grounded sense of confidence and optimism.
Responsible Decision Making
- The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, and social norms.
- The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
- The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
What is Required?
- A desire for self-improvement
- A passion for improving student learning
- A commitment to creating better schools
- A willingness to work openly and honestly with colleagues
Author: Ed Woodd. To learn more about Ed, click on ‘About’, ‘Board of Advisors’