Social Emotional Learning (SEL)
The Social Emotional Learning committee is comprised of teachers, counselors, community members and support staff, K-12.
The committee has been meeting since June to evaluate current social emotional learning programs throughout the district and discuss how to improve these programs for staff and students.
What is Social Emotional Learning? Social Emotional Learning includes five core areas of competency.
These areas (as defined by the Collaborative for Academic, Social and Emotional Learning CASEL) are:
- Self-Awareness- The ability to recognize one’s emotions, thoughts and values and how they influence behavior. Students learn how to recognize their emotions, identify their strengths and develop self-confidence and self-efficacy.
- Social-Awareness- The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.
- Responsible Decision-Making- The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the wellbeing of oneself and others.
- Self-Management- The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
- Relationship Skills- The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
The SEL committee is focused on and dedicated to building foundational support and a district wide plan for SEL, strengthening adult SEL competencies and capacity, promoting SEL with frequent, well designed and consistent opportunities for students to engage in developmentally appropriate and culturally relevant SEL programs and practicing continuous improvement.
Charlene Ray, Social Emotional Support Advocate; Contact Charlene Ray at firstname.lastname@example.org