LEARNING OUTCOMES
- Describe the healing role of the teacher and the classroom.
- Name and explain the competencies related to the CASEL framework of SEL and how they link to the development of the child.
- Explain the merits of systemic schoolwide SEL programming.
- Assess and explain the merits of adopting SEL in their own school and identify steps for action within existing resources.
Module introductiON
Teachers have a vital role as healers for their students as they are uniquely positioned to equip them with important social-emotional skills that help them face challenges, develop resilience, and thrive academically and personally. By cultivating supportive relationships with their students, teachers can create a safe and nurturing environment that fosters social and emotional development. This is why implementing a systemic and schoolwide approach to SEL is a natural next step in promoting the holistic growth of students, and it complements the critical role that teachers play as healers.
Implementing social-emotional learning (SEL) school-wide and systemically offers numerous advantages for children, teachers, and the overall educational environment. By adopting a comprehensive approach to SEL, schools can create a supportive, inclusive, and positive learning community that promotes the social and emotional growth of all students.
One of the primary advantages of a school-wide SEL implementation is the promotion of a positive school climate. Research has shown that a positive school climate is associated with improved academic performance, increased student engagement, and reduced behavioral problems. When SEL is integrated into all aspects of the school environment, including curricula, extracurricular activities, and staff development, students are more likely to feel a sense of belonging and connectedness, which can lead to increased motivation, engagement, and success in school [1 - 3].
Another advantage of implementing SEL systemically is the enhancement of students' social and emotional competencies. By providing opportunities for students to develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, schools can equip students with the necessary tools to navigate life's challenges both inside and outside the classroom. Studies have demonstrated that students who participate in SEL programction, as educators feel more supported and equipped to manage the social and emotional needs of their students [6, 7]. s show improvements in academic achievement, mental health, and social relationships [4, 5].
Furthermore, a systemic approach to SEL fosters collaboration among teachers, administrators, and support staff. This collaboration enhances the effectiveness and sustainability of SEL initiatives, ensuring that all stakeholders are working together towards a shared goal. Schools with a strong SEL focus often experience improved staff morale and job satisfaction.
References
1. Cohen J. Creating a Positive School Climate: A Foundation for Resilience. In: Goldstein S, Brooks RB, editors. Handbook of Resilience in Children [Internet]. Boston, MA: Springer US; 2013 [cited 2023 Apr 3]. p. 411–23. Available from: https://doi.org/10.1007/978-1-4614-3661-4_24
2. Darling-Hammond L, DePaoli J. Why school climate matters and what can be done to improve it . State Educ Stand [Internet]. 2020 May [cited 2023 Apr 3];20(2):7-11. Available from: https://files.eric.ed.gov/fulltext/EJ1257654.pdf
3. Bradshaw CP, Cohen J, Espelage DL, Nation M. Improving school climate to optimize youth mental health: Implications for increasing the uptake and outcomes of evidence-based programs. In: Evans SW, Owens JS, Bradshaw CP, Weist MD, editors. Handbook of School Mental Health: Innovations in Science and Practice [Internet]. Cham: Springer International Publishing; 2023 [cited 2023 Apr 3]. p. 439–49. (Issues in Clinical Child Psychology). Available from: https://doi.org/10.1007/978-3-031-20006-9_29
4. Clarke A, Sorgenfrei M, Mulcahy J, Davie P, Friedrich C, McBride T. Adolescent mental health: A systematic review on the effectiveness of school-based interventions. London: Early Intervention Foundation; 2021. 9 p. Available from: https://www.eif.org.uk/report/adolescent-mental-health-a-systematic-review-on-the-effectiveness-of-school-based-interventions
5. Taylor RD, Oberle E, Durlak JA, Weissberg RP. Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Dev [Internet]. Jul 2017 [cited 2023 Apr 3];88(4):1156-71. Available from: https://doi.org/10.1111/cdev.12864 DOI: 10.1111/cdev.12864
6. Collie RJ, Shapka JD, Perry NE. Predicting teacher commitment: The impact of school climate and social–emotional learning. Psychol Sch [Internet]. Nov 2011 [cited 2023 Apr 3];48(10):1034-48. Available from: https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20611
DOI: 10.1002/pits.20611
7. Collie RJ, Shapka JD, Perry NE. School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. J Educ Psychol [Internet]. Nov 2012 [cited 2023 Apr 3];104(4):1189-204. Available from: https://psycnet.apa.org/doi/10.1037/a0029356 DOI: 10.1037/a0029356
KEY CONCEPTs
1.1 Teachers as Healers
Welcome! In our first module on social-emotional learning (SEL) and teachers as healers, we will be exploring the unique role of teachers in shaping the development and social and emotional skills of their students. To begin, we will be watching a video that delves into the importance of teachers as healers and how they can cultivate supportive relationships with their students. This video will provide insights into how teachers can serve as mentors, role models, and even healers for young people, helping them navigate the challenges of both school and life.
1.2 What is Social-Emotional Learning (SEL)?
In this next video, we will explore the concept of social-emotional learning (SEL) and the five key competency areas that are essential for students to develop, as identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) Framework [link: http://casel.org]. By the end of this video, you will have a clear understanding of what these competencies mean and why they are important social-emotional skills for children to develop. We hope you find these insightful!
Recall and Review: The Five Competencies of SEL
As we approach the end of this section on the five SEL competencies, you will be taking a quiz designed to help consolidate your understanding of these key areas. For each question, there will be only one correct answer. This quiz will provide an opportunity for you to reflect on the material presented and apply your knowledge of social-emotional learning. Good luck!
Thank you for participating in the quiz! We hope that it has helped to solidify your understanding of the five core SEL competencies. Moving forward, remember the importance of fostering these essential skills among children.
1.3 Systemic Schoolwide SEL programming Competence in the Classroom
In the upcoming video, we will explore the concept of implementing a systemic and school-wide approach to SEL. You will learn about the importance of incorporating SEL into every aspect of the school environment, from classroom practices to administrative policies. By the end of the video, you will gain insights into the benefits of a comprehensive SEL strategy and how it can foster a supportive, inclusive, and successful learning community for all children.
Why do you think SEL should be implemented systematically?
1.4 Learning Together: Exploring SEL In Our School Social Behaviours
As we conclude this activity, participants will have the opportunity to engage in a guided group discussion to further familiarise themselves with each other and deepen their understanding of SEL. This collaborative activity will encourage participants to reflect on the value of implementing a school-wide and systemic approach to SEL in their schools and explore various strategies for achieving this goal.
As a facilitator, you will encourage your participants to share their thoughts on the benefits of SEL, brainstorm ways to promote social and emotional development during daily interactions with students and discuss potential resources and training required to make SEL a reality in their educational environments. We hope that this guided discussion will foster a sense of community among participants, facilitate the exchange of ideas and experiences, and empower educators to collectively identify and address challenges in implementing a comprehensive SEL program. By the end of the activity, participants will be better equipped to support the social and emotional growth of their students and create a positive, inclusive learning environment for all.
Establish group conduct guidelines
We encourage you to begin this group activity by establishing group conduct guidelines to ensure that everyone feels comfortable and has a chance to participate. A shout out and big thank you to our friends at the Victorian Foundation for Survivors of Torture for permitting us to feature this exercise from their Rainbow Program for Children in Refugee Families!
1. Ask your participants to brainstorm ‘How they would like to be together as a group’ (use this language for ‘rules’). Record their responses on mahjong paper (or in some form in which they can be retained and displayed for the life of the group).
2. Discuss each of the points made by the participants, checking that they have a shared understanding of them.
3. In particular, ensure that the following are included and explained of not suggested by the participants themselves.
● That one person speaks at a time
● That each person has a chance to talk
● That no one is pushed to talk or participate if they don’t want to
● That no one laughs or makes fun of what someone else says
● That what is said in the group stays in the group
● That there will be no fighting in the group
4. Point out that all the ‘rules’ can be summed up under the heading of respect for each other.
5. Point out to your participants that the conduct guidelines have not been imposed on them by someone else, but have come from within the group itself. Explain that they are to help make sure that everyone in the group is treated fairly and with respect. Make the link between the guidelines and what sort of group it will be if children follow them (e.g. people won’t get hurt; everyone will have a turn to have a say if they want to). Tell them that the guidelines will be left pinned up for each session so that they won’t be forgotten about but can be revisited from time to time.
Group Discussion: Exploring SEL In Our School
After establishing group conduct guidelines, it is time to begin facilitating the group discussion among participants. Divide your participants into smaller groups of no more than four to five per group and discuss the following questions. Remember, the aim of this discussion is to encourage participants to reflect on the value of implementing a school-wide and systemic approach to SEL in their schools and explore various strategies for achieving this goal.
1. What are the benefits of implementing SEL in your school?
2. As teachers, how can you promote social and emotional development through your daily interactions with students?
3. What are the resources or training you would require to achieve the goal of effective SEL implementation?
Group DEBRIEF
Debriefing your participants will allow them to share their insights and learnings from the smaller group conversations with the larger group. The debrief also provides an opportunity for you as the facilitator to clarify any misconceptions, address common themes or challenges, and reinforce key takeaways from the activity. After the smaller group discussions, bring the entire group back together for a debrief session. Encourage participants to share their thoughts, ideas, and reflections with the whole group. You can use the following prompt questions to facilitate this debrief:
1. What were some of the main benefits of SEL implementation that emerged from your group’s discussion?
2. Can you share a specific example discussed in your group for promoting social-emotional development through daily interactions with students?
3. What were some common themes or challenges that your group identified related to resources or training for effective SEL implementation?
At the end of the training session...
Demonstrate care for your participants’ views
Your participants’ views about the topic and training are valuable and can inform how future training modules are delivered.
Conclude the training session by gathering verbal feedback – don’t forget to record these in writing!
● What did they learn during the training that they did not know before?
● In what ways do they think this topic will be useful for them in their work with students?
● What is their most valuable takeaway from the training?
Be sure to also collect your participants’ responses to the post-test and training evaluation form for more structured monitoring and evaluation!