School Climate: The "quality and character of school life" based on how members of the school community experience school and the school's "norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures" (Reference: National School Climate Council). National School Climate Council
Collaboratively develop a shared vision for schoolwide SEL that is communicated to the entire school community, informs planning and implementation, and is revisited regularly.
Peer Mentoring and Partnership
Mentoring programs can help teachers improve their professional relationships while enhancing their SEL and instructional practice.
The SEL team serves as a model for positive practices that promote healthy relationships among adults, students, and families. It’s highly beneficial to build a strong team dynamic and positive working relationship by developing group norms and team routines.
Create a stable budget for SEL resources, professional learning, and staffing to support the sustainability of SEL efforts.
Develop a coordinated approach for supporting students’ social and emotional learning across the school, classrooms, homes, and communities.
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.
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.
Focus Area 2: Continuous Improvement Connections
A safe and supportive school climate is an important factor for improving academic, behavioral, and mental health outcomes for students (Thapa, 2013).
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.
Belonging and Emotional Safety
When teachers build the structures that support belonging and emotional safety, they lay the groundwork for students to focus on learning (Sergiovanni, 1994 in Darling-Hammond et al., 2017).