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
Peer Mentoring and Partnership
Mentoring programs can help teachers improve their professional relationships while enhancing their SEL and instructional practice.
Expand adult learning through structures such as professional learning communities and mentoring opportunities.
Establish structures to support consistent two-way SEL communications between the SEL team and all stakeholders.
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.
The CASEL Guide to Schoolwide SEL provides an intentional and collaborative implementation process. Find out where to begin.
This process helps schools create an environment that supports students in developing the academic, social, and emotional competencies that they need to navigate the world.
Focus Area 2: Continuous Improvement Connections
A safe and supportive school climate is an important factor for improving academic, behavioral, and mental health outcomes for students (Thapa, 2013).
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).
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.