Social Emotional Learning in Schools.

1. Soci al Em i onal
ot
Lear ni ng ( SEL)

2. What i s SEL?
SEL is the process of developing social
and emotional skills in the context of
safe, caring, well-managed, and
engaging learning environments
(CASEL, 2006).

3. W e does t hi s st uf f
her
com f r om any way?
e
 The Collaborative for Academic and Social
Emotional Learning (CASEL), 2006
 House Committee on Education and Labor;
Academic, Social, and Emotional Learning
Act (HR 4223)

4. W Teach SEL?
hy
 Emotions affect how and what we learn
 Schools are social places--
relationships provide foundation for
learning
 Effective as classroom
management strategy
2006, Collaborative for Academic, Social, and Emotional Learning (CASEL)

5. W Teach SEL?
hy
 Reduces barriers to learning
 SEL skills can be taught
 Demanded by employers
 Has positive impact on academic
performance
 Required for positive citizenship
2006, Collaborative for Academic, Social, and Emotional Learning (CASEL)

6. The Need f or SEL
 Reduces risk taking behavior by
developing assets in students
 Complies with NCLB mandates that
schools be safe and drug free, prevent
drop out, and implement evidence
based prevention programs.
2006, Collaborative for Academic, Social, and Emotional Learning (CASEL)

7. The Need f or SEL
 Develops skills that employers want:
1. Learning to learn skills
2. Listening and oral communication
3. Adaptability: creative thinking and
problem solving
4. Personal management: self-esteem,
goal-setting/self-motivation

8. The Need f or SEL
 Develops skills that employers want:
5. Group effectiveness: interpersonal skills,
negotiation, teamwork
6. Organizational effectiveness and
leadership
7. Competence in reading,writing and
computation
U.S Department of Labor (1999)

9. What Does t he Resear ch
Say?
 SEL leads to improvements in:
 Attitudes: Motivation and Commitment
 Behavior: Participation and Study Habits
 Performance: Grades and Subject
Mastery
Zins, J., Weissberg, R., Wang, M., and Walberg, H. (Eds.) (2004). Building Academic
Success on Social and Emotional Learning: What Does the Research Say? New
York: teachers College Press

10. What Does t he Resear ch
Say?
 School Attitude
 Stronger sense of community
 Higher academic motivation and educational
aspirations
 Better understanding of consequences of
behavior
 Better ability to cope with school stressors
 More positive attitudes toward school and
learning
Zins, J., Weissberg, R., Wang, M., and Walberg, H. (Eds.) (2004). Building Academic Success on
Social and Emotional Learning: What Does the Research Say? New York: teachers College
Press

11. What Does t he Resear ch
Say?
 School Behavior:
 Participate in class more
 Demonstrate more pro-social behavior
 Have fewer absences and improved attendance
 Show reductions in aggression and disruptions
 Are on track to graduate and are less likely to
drop out
 Are more likely to work out their own way of
learning
Zins, J., Weissberg, R., Wang, M., and Walberg, H. (Eds.) (2004). Building Academic Success on Social
and Emotional Learning: What Does the Research Say? New York: teachers College Press

12. What Does t he Resear ch
Say?
 School Performance:
 Improved math, literacy, and social studies skills
 Higher achievement test scores and/or grades
and no decreases in standardized test scores
 Improved learning-to-learn skills
 Better problem-solving and planning ability
 Use of higher-level reasoning strategies
 Improvements in reading comprehension

13. The Ul t i m e Goal
at

14. What Does SEL Addr ess?
 Self Awareness: Knowing what we
are feeling in the moment; having
a realistic assessment of out own
abilities; and a well-grounded
sense of self confidence.
2006, Collaborative for Academic, Social, and Emotional Learning (CASEL),
Anchorage School District Standards for SEL

15. What Does SEL Addr ess?
Examples of Self Awareness
 Recognize/label emotions, distinguish
intensity,understand physical responses &
describe the situations that cause them
 Aware of personal traits, “what I do well and
what I can work on”
 Personal responsibility--know and
understand rules and consequences of
actions, know and understand what things
are within our control

16. What Does SEL Addr ess?
 Social Awareness: Sensing what
others are feeling; being able to
take their perspective; appreciating
and interacting positively with
diverse groups.
2006, Collaborative for Academic, Social, and Emotional Learning (CASEL), Anchorage School
District Standards for SEL

17. What Does SEL Addr ess?
Examples of Social Awareness
 How our behavior affects others
 Listening skills
 Sportsmanship
 Identifying cues as to how others are feeling
 Demonstrate caring
 Understanding how culture impacts
perspective

18. What Does SEL Addr ess?
 Self Management: Handling our
emotions so that they facilitate rather
than interfere with the task at hand;
being conscientious and delaying
gratification to pursue goals;
persevering in the face of setbacks and
frustration.
2006, Collaborative for Academic, Social, and Emotional Learning (CASEL), Anchorage School
District Standards for SEL

19. What Does SEL Addr ess?
Examples of Self-Management
 Identify & use calming strategies
 Understand the difference between a
truth & a lie; act with integrity
 Use a problem-solving model
 Demonstrate ability to set and achieve
goals

20. What Does SEL Addr ess?
 Social Management: Handling
emotions in relationships effectively;
establishing and maintaining healthy
and rewarding relationships based on
cooperation; resisting inappropriate
social pressure, negotiating solutions
to conflict; and seeking help when
needed.
2006, Collaborative for Academic, Social, and Emotional Learning (CASEL), Anchorage School
District Standards for SEL

21. What Does SEL Addr ess?
Examples of Social Management
 Give & receive compliments
 Recognize difference between positive
and negative relationships
 Understand the benefits of boundaries
in relationships
 Conflict resolution skills

22. The How of SEL
Within the school setting, SEL can best
be accomplished through a layered
approach of skills lessons, infusion into
the curricula and classroom practices,
and an environment of safety, respect,
and caring which models SEL values.
Anchorage District Social Emotional Learning Standards

23. The How of SEL
 Skills lessons:
 Stand alone curricula (i.e PATHS,
Second Step, School-Connect, Wise
Skills)
 Lessons on social skills, character
education, relaxation, conflict resolution,
self-assessments, etc.
 Teaching self-regulation through
strategies such as the Incredible 5 point
scale, How Does Your Engine Run?

24. The How of SEL
 Infusion into the curricula and classroom
practices (Generalization)
 Anticipate the day/Reflect on the day
 Standard practice for problem solving
 Daily practice of relaxation
 Routines
 Daily goals setting
 How conflict is managed in the classroom
 Intentional integration in all core curriculum areas to
teach skills

25. The How of SEL
 Environment of safety, respect and caring
which models SEL values
 Responsive classroom
 Ross Green
 Nurtured Heart
 Love and Logic
 PBIS
 Health Services
 School/Family/Community Partnerships

26. The How of SEL
What we know about Social Skills Training
 Social Skills Training for students with
disabilities needs to be more frequent and
intense
 Social Skills intervention must be linked to
the student’s social skills deficits
 The most effective social skills training
strategies are a combination of modeling,
coaching and reinforcements

27. What Ar e W Doi ng
e
 Second Step
 Restorative Justice
 Conflict Mediation
 Transitions Curriculum

28. What Ar e W Doi ng
e
 Restorative Practices
 Teaching Relaxation Strategies
 Social Stories
 The Incredible 5 Point Scale
 Service Learning
 Experiential Education

29. What Ar e You Doi ng?
Social Emotional Learning Progress
Questions
Skill Infusion Modeling
Lessons (Generalization) Of SEL
Skills/Values
What have I
tried that
worked?
What have I
tried that did
not work?
What do I
want to try?