Nearly every student in the United States is out of school this spring, shut out of their traditional schools and classrooms for a prolonged period to slow the spread of COVID-19, the illness caused by the novel coronavirus. It’s an unprecedented disruption of academic routines—with a high-risk of profound learning losses. It’s also a troubling disruption to the norms of teaching social-emotional learning skills such as managing emotions and resiliency at a time when children will need it the most.
Even with prevalent support for teaching social-emotional learning and a growing understanding of how deeply intertwined skills like building healthy peer relationships and responsible decision making are with academic success, there are big challenges when it comes to the reality of teaching SEL on a grand scale when times are normal. But these are not normal times, so what can schools do to keep social-emotional learning going when the kids are at home and the educators are too?
In this online summit, Education Week reporters and expert guests discuss the kinds of preparation and support teachers need to develop students’ social-emotional skills both in regular classrooms and virtual interactions, what districts leaders can do to support schools’ efforts to implement SEL when schools are open and when students are learning at home, and how educators can make good decisions about SEL curricula and programs that fit the needs of their students, teachers, and families.
Get your questions answered Tuesday, April 14, 2020, from 1-3 p.m. ET*, and join a deep dive on how to make social-emotional learning work in your school, whether the learning is in-person or virtual.
Education Week journalists and their special guests provide practical takeaways about making social-emotional learning work for schools, teachers, and students.
What Does Social-Emotional Learning Look Like in High School?
Superintendents. Principals. Teachers. How These Key Players View Social-Emotional Learning in Schools
How Can Teachers Keep SEL Going When Students Aren't in School?
Social-Emotional Learning and Curriculum: How to Make Smart Choices for Your Schools
Making Social-Emotional Learning Manageable for Teachers: It’s All About PD
Grounding Social Emotional Learning in Cultural Assets
Deeply transformative social emotional learning (SEL) work needs to be embedded in schools in order to create safe learning environments for students. One way to embed SEL practices in schools is through adult professional development. When serving students from historically marginalized backgrounds, educators must see their students’ cultural and racial identities as assets when developing SEL and academic competencies and skills. In our discussion, we’ll explore how Tucson Unified School District and Black Teacher Collaborative are helping educators create environments that build on their students’ racial and cultural assets.
Adult Social-Emotional Learning and the Power of Collective Efficacy
What factors do you think affect student achievement most?
- Parental involvement?
- Prior achievement?
Research shows that collective efficacy—the shared belief that together school staff can achieve goals and overcome challenges to positively affect student learning—is the greatest factor affecting student achievement. There are many ways to build collective efficacy among school staff, but it starts with supporting educators’ and leaders’ social-emotional well-being. In this conversation, learn more about the drivers behind and strategies for building collective efficacy in your school from Committee for Children, the creators of Second Step SEL.
Building Awareness of Adult SEL Competence and Its Impact on Teaching and Learning
Develop awareness, recognition, and understanding of the social and emotional competencies of cooperation, assertiveness, responsibility, empathy, and self-control, and how those competencies contribute to fostering SEL skills in student communities. Explore how to strengthen social and emotional competence through skill development, deepen understanding of and appreciation for the difference between social competence and emotional competence. Explore approaches to effectively teach social and emotional competencies to students and establish their importance in school communities.
Teaching Academic and Social Skills Through Response to Intervention
Join the authors of Behavior Solutions who have identified research-based processes to create a three-tiered system of supports to help boost student metacognition and create an action plan for meeting students’ psychological needs.
The Secret of SEL: Learning Experiences That Intrinsically Motivate Students
With many schools suddenly shifting to remote learning, social-emotional learning matters now more than ever. Students face an entirely new set of SEL challenges as they adjust to learning at home, and teachers must find new ways to provide support.
Join this discussion to learn why promoting students’ SEL growth starts with being able to intrinsically motivate students—online or in the classroom. We’ll also discuss how educators can combine experiential approaches to SEL with curriculum to develop and assess student progress toward SEL goals.
Education Week can provide 1 hour of Professional Development credit for online summits if the educator attends live. A Certificate of Completion will be emailed to you shortly after the summit has ended. On demand viewing of a summit cannot be used for credit. As with all professional development hours delivered, Education Week recommends each educator verify ahead of the online summit that the content will qualify for professional development in your school, district, county, or state with your supervisor, human resources professional, and/or principal or superintendent’s office.