Multi-Tiered System of Supports: A systemic, prevention-focused framework for addressing students' academic and behavioral needs through the integration and continuous improvement of systems and services. Includes universal, evidence-based supports that create a positive learning environment and engages all students in high quality learning, and more intensive evidence-based supports for students who have higher levels of need. (National Association of School Psychologists) National Association of School Psychologists
By building an SEL team that reflects the school community and incorporates many points of view, the school will be better able to meet its needs and build commitment to SEL.
Connect and Collaborate With Students
Professional learning communities provide an important opportunity to integrate SEL into existing practices, work collaboratively on the goals of schoolwide SEL, and cultivate their own social and emotional competencies.
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).
Cultivate a community of adults who engage in their own social and emotional learning, collaborate on strategies for promoting SEL, and model SEL throughout the school.
Focus Area 2: Continuous Improvement Connections
A safe and supportive school climate is an important factor for improving academic, behavioral, and mental health outcomes for students (Thapa, 2013).
Teacher stress has been found to affect teachers’ health and well-being, job satisfaction, turnover, and even student outcomes (Greenberg, Brown, & Abenavoli, 2016). For this reason, it’s essential that educators take time to prevent burnout, promote health, and protect themselves from the negative effects of stress.
Professional Learning About SEL
As staff use shared agreements to guide their interactions, it’s essential that they also reflect on their own social and emotional growth.