School Climate: The "quality and character of school life" based on how members of the school community experience school and the school's "norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures" (Reference: National School Climate Council). National School Climate Council
Schoolwide SEL is evidenced by indicators in the classroom, school, family, and community.
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.
Social and emotional learning is essential to every child’s education.
Model SEL with Students and Families
When staff model social and emotional competencies in their interactions with students and families, they intentionally embody SEL and set the stage for trusting relationships that catalyze learning and partnership.
The SEL team serves as a model for positive practices that promote healthy relationships among adults, students, and families. It’s highly beneficial to build a strong team dynamic and positive working relationship by developing group norms and team routines.
Collaboratively develop a shared vision for schoolwide SEL that is communicated to the entire school community, informs planning and implementation, and is revisited regularly.
Support staff in cultivating personal social and emotional competencies and fostering the competencies of peers and students.
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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.
In partnership with schools and districts, CASEL has documented, field-tested, and refind a strategic, collaborative process for schoolwide SEL