Out-of-school time: "A supervised program that young people regularly attend when school is not in session. This can include before- and after- school programs on a school campus or facilities such as academic programs (e.g., reading or math focused programs), specialty programs (e.g., sports teams, STEM, arts enrichment), and multipurpose programs that provide an array of activities (Centers for Disease Control and Prevention)." https://www.cdc.gov/healthyschools/ost.htm
Assess needs and resources to develop an SEL implementation plan with clear goals, action steps, and assigned ownership.
FAQs on Schoolwide Social and Emotional Learning (SEL)
No excerpt available
Engage all members of the school community in foundational learning opportunities to help them understand their role in schoolwide SEL.
Connect and Collaborate With Families
Mentoring programs can help teachers improve their professional relationships while enhancing their SEL and instructional practice.
Foster a Supportive School Climate
Schoolwide norms help operationalize how all staff and students will contribute to a school culture that achieves their shared vision.
By making the time to build the relationships that allow learners to feel a sense of community- that they are “in this together”- teachers create a safer, more equitable environment where all students participate and achieve.
Focus Area 1b: Continuous Improvement Connections
The core tool used in this guide is the Schoolwide SEL Implementation Rubric. The rubric provides an overview of a systemic approach to schoolwide SEL, and teams can review it to get a sense of what SEL looks like when it is coordinated across classrooms, the school, homes, and the community.
Strategies for Establishing School-OST-Family Partnerships in Support of SEL
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.
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.