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Collaboratively develop a shared vision for schoolwide SEL that is communicated to the entire school community, informs planning and implementation, and is revisited regularly.
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).
To ensure meetings are productive, it’s a good idea to define team roles and responsibilities, and strive to share work equitably.
The CASEL Guide to Schoolwide SEL provides an intentional and collaborative implementation process. Find out where to begin.
Expand adult learning through structures such as professional learning communities and mentoring opportunities.
Support staff in modeling SEL competencies, mindsets, and skills throughout the school community.
When discipline policies and practices are supportive, developmentally-appropriate, and equitable, they reinforce SEL and support stronger relationships, student engagement, and equitable outcomes.
Students have a unique perspective on how high-level decisions impact the day-to-day life of the school, and their voices are critical to quality schoolwide SEL implementation. By listening to students, schools can make informed decisions about the changes that will best support all learners.
A supportive and equitable environment in all classrooms serves as a platform for all academic, social and emotional learning. At the core of a supportive classroom is a caring, engaging teacher who establishes authentic trusting relationships with each student.