Professional learning communities provide an important opportunity to integrate SEL into existing practices, work collaboratively on the goals of schoolwide SEL, and cultivate their own social and emotional competencies.
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.
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).
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.
When each staff member models social awareness by expressing their appreciation for their peers’ efforts, a culture of appreciation is created.
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).
Align schoolwide systems, policies, programs, and practices to promote SEL for students.
As your SEL team works with teachers to align SEL and academic objectives, it’s also important to consider how the content is delivered so that it supports the practice of social and emotional competencies.
Support staff in modeling SEL competencies, mindsets, and skills throughout the school community.
Develop a coordinated approach for supporting students’ social and emotional learning across the school, classrooms, homes, and communities.