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
The CASEL Guide to Schoolwide SEL provides an intentional and collaborative implementation process. Find out where to begin.
Establish structures to support consistent two-way SEL communications between the SEL team and all stakeholders.
Support staff in modeling SEL competencies, mindsets, and skills throughout the school community.
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.
SEL is a powerful lever for creating caring, just, inclusive, and healthy communities that support all individuals in reaching their fullest potential.
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Involve the full school community
Decisions about why and how to implement SEL should be made with the input of the broader school community. Lay the foundations for strong buy-in by ensuring all understand what SEL is and how it connects to their role and what they value. Establish two-way communication structures to invite perspectives, ideas, and feedback from staff, […]
Support staff in cultivating personal social and emotional competencies and fostering the competencies of peers and students.
Align schoolwide systems, policies, programs, and practices to promote SEL for students.
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).