Out-of-school time: "A supervised program that young people regularly attend when school is not in session. This can include before- and after- school programs on a school campus or facilities such as academic programs (e.g., reading or math focused programs), specialty programs (e.g., sports teams, STEM, arts enrichment), and multipurpose programs that provide an array of activities (Centers for Disease Control and Prevention)." https://www.cdc.gov/healthyschools/ost.htm
Focus Area 3 Continuous Improvement Connections
There are a variety of data sources that can be used to continuously improve how SEL is implemented for students.
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.
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.
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Set goals and action steps to cultivate SEL for adults
Supporting adults to engage in their own social and emotional learning, collaborating on strategies to promote SEL, and modeling SEL throughout the school is an essential part of schoolwide SEL. More than just professional learning, the SEL team should also take steps to foster a supportive work environment where SEL is part of the way […]
Foster supportive classroom environments that engage in explicit SEL and integrate SEL throughout instruction.
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.
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.
The CASEL Guide to Schoolwide SEL provides an intentional and collaborative implementation process. Find out where to begin.