Communication: When schools send regular, coherent messages about SEL that are consistent in tone and content, while also ensuring they listen and respond to the inputs, ideas and needs of stakeholders (including staff, students, families, community partners, etc.). This is most likely to happen when schools take the time to learn more about the stakeholders they serve and use strategies to create personal connections.
Support staff in cultivating personal social and emotional competencies and fostering the competencies of peers and students.
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.
The CASEL Guide to Schoolwide SEL provides an intentional and collaborative implementation process. Find out where to begin.
No excerpt available
No excerpt available
Review your current level of implementation, identify needs and resources, set goals, and develop concrete action steps for SEL implementation.
Professional Learning Communities
Professional learning communities provide an important opportunity to integrate SEL into existing practices, work collaboratively on the goals of schoolwide SEL, and cultivate their own social and emotional competencies.
Empathetic listening and problem-solving are two social and emotional skills that educators frequently use. When staff use these skills to consult with their colleagues, they find ways to address challenges to schoolwide SEL implementation that everyone can act upon.
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.
Focus Area 3 Continuous Improvement Connections
There are a variety of data sources that can be used to continuously improve how SEL is implemented for students.