Classroom 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).
Social and emotional learning is essential to every child’s education.
Just as it’s important to model SEL for students in the classroom, it’s also important for adults to consistently model social-emotional competencies with each other.
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.
Engage all members of the school community in foundational learning opportunities to help them understand their role in schoolwide SEL.
Support staff in cultivating personal social and emotional competencies and fostering the competencies of peers and students.
Academic mindsets are beliefs or ways of perceiving oneself in relation to learning, and lay the groundwork for deep academic, social and emotional learning.
Private: Professional Learning Plan
As the SEL team works to develop a schoolwide professional learning plan, staff can choose to take it one step further and develop their own personalized professional learning plan to support the school’s SEL goals.
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.
Integrate Student Supports with SEL
By integrating SEL into student support services through a Multi-Tiered System of Support (MTSS), schools are better equipped to ensure that all students have what they need to succeed.
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.