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.
Establish a structured, ongoing process to collect, reflect on, and use implementation and outcome data to inform school-level decisions and drive improvements to SEL implementation.
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).
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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.
When discipline policies and practices are supportive, developmentally-appropriate, and equitable, they reinforce SEL and support stronger relationships, student engagement, and equitable outcomes.
A safe and supportive school climate is an important factor for improving academic, behavioral, and mental health outcomes for students (Thapa, 2013).
This collection of videos from CASEL, collaborating districts, and other producers are sorted by the Ten Indicators of Schoolwide SEL and other key categories to support you in visualizing, communicating, and generating discussion about SEL.
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.