Evidence-based SEL program: Programs grounded in research and principles of child and adolescent development, and scientifically evaluated and shown to produce positive student outcomes. CASEL identifies high-quality evidence-based programs as those that are well-designed to systematically promote students’ social and emotional competence, provide opportunities for practice, offer multi-year programming, and provide high-quality training and ongoing implementation support. School Guide + Program Guide
Define Team Member Roles and Responsibilities
To ensure meetings are productive, it’s a good idea to define team roles and responsibilities, and strive to share work equitably.
How to use the Quick Start Timeline Click anywhere on the timeline above to explore key tasks that occur during a year of schoolwide SEL implementation. On each page, check off what you have accomplished and learn more about your next right step using the highlighted readings, tools, and videos. If you’re new to schoolwide […]
Share learning from this year and plan for next year
Use summative data to evaluate progress toward goals, report out on successes and challenges, reflect with staff, students, and families, and establish new or updated goals and action steps for the year to come.
Make a plan to evaluate progress
With clear goals in place, determine what data you’ll need to collect throughout the year to measure progress and continuously improve your implementation plan. Consider these questions when planning how to evaluate your SEL efforts: What type of data will help us understand if we are making progress toward our goals? Who will be in […]
Reflect on Personal Social and Emotional Skills
Carol Dweck is a psychologist who researches achievement and success. Her major finding is that those who have a “growth mindset”—those who believe that their abilities are developed through dedication and hard work, not innate talent—are more likely to be resilient when things get tough and persevere to achieve goals (Dweck, 2006).
By making the time to build the relationships that allow learners to feel a sense of community- that they are “in this together”- teachers create a safer, more equitable environment where all students participate and achieve.
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An important part of building staff skills around SEL is modeling by school leaders. These strategies can provide ideas for administrators and leadership teams to build relationships and show staff they are cared for and appreciated.
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Belonging and Emotional Safety
When teachers build the structures that support belonging and emotional safety, they lay the groundwork for students to focus on learning (Sergiovanni, 1994 in Darling-Hammond et al., 2017).