Social-Emotional Learning: Making It Work
April 8, 2020
Nearly every student in the United States is out of school this spring, shut out of traditional schools and classrooms for a prolonged period to slow the spread of coronavirus. It’s an unprecedented disruption of academic routines and to the norms of teaching social-emotional learning skills such as managing emotions and resiliency at a time when children need them the most. This report—with original survey data that capture educators' attitudes and experiences with SEL—explores the challenges and opportunities to teaching social-emotional learning when school buildings are open and operations are normal. But these are not normal times, and to help educators navigate how to stay connected to students' social-emotional state when school buildings are closed, we have a story that offers tactics for keeping up the teaching of SEL.
- Student Well-Being Data: How District Leaders, Principals, and Teachers View Social-Emotional LearningNational survey captures attitudes toward SEL and challenges to more widespread teaching of social-emotional skills in schools.Equity & Diversity Striving for a High School Where No One Feels AloneMany educators see social-emotional learning as best suited for early grades, but a Dallas high school is going against the grain to make teaching SEL skills a priority.Student Well-Being How to Teach Social-Emotional Learning When Students Aren't in SchoolExperts offer tactics to teachers on how they can tend to students’ SEL development in this chaotic time.Student Well-Being Dos and Don'ts When Choosing Social-Emotional Learning CurriculaSome expert and real-world advice on selecting SEL curricula and programs to fit your district and school needs.Professional Development The Success of Social-Emotional Learning Hinges on TeachersToo often, teachers are asked to use SEL practices without enough training and ongoing support, tanking the effectiveness.Student Well-Being What a Director of Social-Emotional Learning Does and Why It MattersSetting districtwide priorities for SEL and supporting teachers is essential to ensuring consistency, says Atlanta’s director of social-emotional learning in this Q&A.