Communication: When schools send regular, coherent messages about SEL that are consistent in tone and content, while also ensuring they listen and respond to the inputs, ideas and needs of stakeholders (including staff, students, families, community partners, etc.). This is most likely to happen when schools take the time to learn more about the stakeholders they serve and use strategies to create personal connections.
Establish a structured, ongoing process to collect, reflect on, and use implementation and outcome data to inform school-level decisions and drive improvements to SEL implementation.
Connect and Collaborate Among Staff
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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.
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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.
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.
Build on Strengths and Experience
Schools, like the greater society, are becoming increasingly more diverse in culture, ethnicity, race, language, values, and beliefs. This diversity has countless positive benefits, but it can also present challenges.
Academic mindsets are beliefs or ways of perceiving oneself in relation to learning, and lay the groundwork for deep academic, social and emotional learning.
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.