Equity: “Every student has access to the resources and educational rigor they need at the right moment in their education regardless of race, gender, ethnicity, language, disability, family background, or family income (Council of Chief State School Officers)." Striving for equity means examining biases and interrupting inequitable practices to create inclusive, multicultural school environments that reveal and cultivate the interests and talents of children, youth, and adults from diverse backgrounds.
Develop a coordinated approach for supporting students’ social and emotional learning across the school, classrooms, homes, and communities.
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Review your current level of implementation, identify needs and resources, set goals, and develop concrete action steps for SEL implementation.
Establish Discipline Policies that Promote SEL
When discipline policies and practices are supportive, developmentally-appropriate, and equitable, they reinforce SEL and support stronger relationships, student engagement, and equitable outcomes.
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.
Social and emotional learning is essential to every child’s education.
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A list of the written sources
Reflect on Personal Social and Emotional Skills
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).