2. SELF-
AWARENESS
RESPONSIBLE
DECISION-
MAKING
RELATIONSHIP
SKILLS
SOCIAL
AWARENESS
SELF-
MANAGEMENT
Self-Management
• Regulating one’s emotions
• Managing stress
• Self-control
• Self-motivation
• Stress management
• Setting and achieving goals
Self- Awareness
• Labeling one’s feelings
• Relating feelings and
thoughts to behavior
• Accurate self-assessment of
strengths and challenges
• Self-efficacy
• Optimism
Responsible Decision-
Making
• Considering the well-
being of self and others
• Recognizing one’s
responsibility to behave
ethically
• Basing decisions on
safety, social and ethical
considerations
• Evaluating realistic
consequences of various
actions
• Making constructive, safe
choices for self,
relationships and school
Relationship Skills
• Building relationships with diverse
individuals and groups
• Communicating clearly
• Working cooperatively
• Resolving conflicts
• Seeking help
Social Awareness
• Perspective taking
• Empathy
• Respecting diversity
• Understanding social and
ethical norms of behavior
• Recognizing family, school,
and community supports
SEL Core Competencies
11/07/2014
Sources: CASEL, Acknowledge Alliance
Social &
Emotional
Learning
3.
4. School Connectedness is
the belief held by students
that the adults and peers
in their school care about
their learning as well as
about them as individuals.
Students, no matter what their race, ethnic
group, or level of family income, are more
likely to succeed when they feel connected to
school. - Center for Disease Control, 2009
5. Adult Support
Belonging to a
Positive Peer
Group
Commitment to
Education
School
Connectedness
Positive
Health
Outcomes
Positive
Education
Outcomes
School
Environment
Strategies to Increase
Strategies to Increase
Strategies to Increase
School
Connectedness
School
Connectedness
School
Connectedness
Strategies to
Increase
School
Connectedness
Adult
Support
Belonging to a
Positive Peer
Group
Commitment
to
Education
School
Environment
School
Connectedness
Positive
Health
Outcomes
Positive
Education
Outcomes
Editor's Notes
Time: 0 minutes Elapsed Time: 0 minutes
Materials:
Life-size Cut-out of person for opening activity
Post-it notes
Chart tablet posters designed like the word documents titled, “Blank Strategy Sheets” 1-6
“Six Strategies with Facilitator ideas” handouts (one strategy per facilitator)
School-Connectedness Action Plan – one for each pair
Time: 3 minutes Elapsed Time: 8 minutes
SAY: Our work today is centered around different components of School Connectedness – a concept that is important to all members of the school community: students, faculty, staff, administrators, and parents. I’d like you to turn to another person at your table and share your thoughts on the following two questions:
1) How do you define school connectedness?
Why is it important to students and staff?
Share for 2 mins and then Share out 2 - 3 responses from the group
Time: 2 mins Elapsed Time: 10 mins
Ask for a participant to read the slide . . .
Say: Why would the CDC be interested in defining School Connectedness?
Take a response or two.
Time: 2 minutes Elapsed Time: 15 minutes
Say:
Teachers, administrators, other school staff and parents can all take part in implementing six strategies to increase school connectedness, which can enhance each of the four factors that influence school connectedness (adult support, belonging to a positive peer group, commitment to education, and a healthy school environment).
Implementing strategies to increase school connectedness and improve students’ health and education outcomes requires the effort and collaboration of many different school staff members within school buildings as well as the families of students, and other individuals, groups and organizations outside of schools.
We will dive into the strategies in just a moment.
