Shared Agreements: A consensus formed by a group that frames how members wish to interact and relate with each other. They are enforced by the group, rather than authority figure (Reference: National Equity Project).
Integration of SEL and Academics
Social and emotional competencies serve as a foundation for achieving academic goals, while academic instruction also provides a ripe opportunity for teaching and practicing SEL.
Review your current level of implementation, identify needs and resources, set goals, and develop concrete action steps for SEL implementation.
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Just as it’s important to model SEL for students in the classroom, it’s also important for adults to consistently model social-emotional competencies with each other.
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.
Leverage strategic and aligned community partnerships that ensure students receive consistent SEL supports, increase access to a broad range of community services, and expand the professional learning opportunities for SEL.
Once you have developed a shared vision for SEL with your school community and taken stock of what is already in place and what has been tried in the past, it’s time to set SEL goals and make a plan to measure progress toward them.
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.
FAQs on Schoolwide Social and Emotional Learning (SEL)
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Explicit SEL instruction refers to consistent opportunities for students to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive.