Shared Agreements: A consensus formed by a group that frames how members wish to interact and relate with each other. They are enforced by the group, rather than authority figure (Reference: National Equity Project).
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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.
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Support staff in cultivating personal social and emotional competencies and fostering the competencies of peers and students.
Schoolwide SEL in International Settings
This page contains CASEL resources that have been particularly helpful for educators within an international context.
Professional Learning About SEL
As staff use shared agreements to guide their interactions, it’s essential that they also reflect on their own social and emotional growth.
Belonging and Emotional Safety
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).
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.
By building an SEL team that reflects the school community and incorporates many points of view, the school will be better able to meet its needs and build commitment to SEL.
Set goals and action steps to promote SEL for students
The core of SEL implementation is promoting students’ social and emotional learning throughout the school day and in partnership with families and communities. Because student learning is influenced by their interactions across many relationships and environments, promoting student SEL requires thoughtful coordination of strategies across the settings where students live and learn.