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SEL is social and emotional learning

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Culture-centered SEL refers to SEL practices that use students' diverse backgrounds, identities, skills, and challenges to strengthen learning.

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Studies show that students who participate in an SEL program do better socially and academically.

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I would love to establish an SEL program at Mayfield Elementary. This is easier than it sounds. The first thing that comes to mind is to have celebration of different cultures that involves the community. Invite family to celebrate Hispanic History Month, Black History Month, etc. We want our students to feel comfortable with diverse communities.

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Techniques to Use at Home to Promote SEL

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Techniques to Use at Home to Promote SEL

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- Giving a child responsibilities such as cleaning their own room
- Letting the child pick out their own clothes
- Asking questions that promote social and emotion learning during bedtime stories
- Teach new words for feelings and connect them with facial expressions
- Help child recognize their strengths and abilities
- Use books or TV to point out emotions
- Model positive communication
- Commit acts of kindness for others

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- Increased Academic Achievement and School Functioning
- Increase in Attendance and Engagement in Learning
- Improved Social and Emotional Skills
- Improved Attitudes
- Improved Behaviors
- Increased Self-efficiency
- Improved Self-esteem
- Students Feel More Included and Safer at School
- Better Mindset
- More Optimism
- Less Stress and Anxiety
- Less Depression and Suicidal Thoughts

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Self-Awareness: Ability to accurately recognize one's own emotions/thoughts and how their emotions/thoughts influence their behavior.

Self-Management: Ability for perspective talking and empathy with others of diverse cultures and backgrounds in one's own family, school, and community.

Social Awareness: Ability to regulate one's own emotions, thoughts, and behaviors, effectively in different situations.

Relationship Skills: Ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.

Responsible Decision Making: Ability to make constructive and respectful choices about personal behavior and social interactions.

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In the midst of an unprecedented mental health crisis plaguing our nation's youth, a study led by Christina Cipriano, PhD, assistant professor in Yale Child Study Center, and Michael Strambler, associate professor of psychiatry, substantiates the evidence of social and emotional learning (SEL) in supporting student flourishing in school and life.

In the new registered report, now available in Child Development, an interdisciplinary team of 10 researchers systematically analyzed 424 experimental studies of SEL, reflecting over 50 countries and more than 250 discrete SEL programs from the past decade. The most comprehensive and inclusive review to date, their analyses of more than half a million kindergarten to 12th-grade students worldwide reinforced pre-existing knowledge about SEL, expanded understanding of the impacts of SEL, and illuminated the path forward for the field of SEL.

Reinforcing What We Know About SEL

Building on decades of research that demonstrated positive results of SEL, this study confirmed that students who participated in SEL programs do better in school, academically and socially. Students demonstrated increased academic achievement and school functioning including improved attendance and engagement in learning. Students also showed improved social and emotional skills, attitudes, and behaviors, such as student self-efficacy, self-esteem, mindset, perseverance, and optimism, among others. Furthermore, the report confirmed that students who participate in SEL programs also feel better in school, reporting less anxiety, stress, depression, and suicidal thoughts. Students were also more connected and included and had better relationships with peers and teachers.

Our new findings provide robust evidence and a deeper understanding of the effectiveness of SEL: positive effects that matter for student success in the short and long term, across the K-12 academic lifespan, and across a range of SEL programs and outcomes.

Christina Cipriano, PhD

Cipriano and her team also found that the positive effects of SEL programs on student social and emotional skills continue six months or more after a program ends, as well as confirmed that specific features of SEL programs: high-quality, sequenced, active, focused, and explicit (also referred to as SAFE) programs delivered by teachers have the strongest positive effects on students.

New Findings on SEL

This meta-analysis was the first of its kind to systematically examine several previously unexamined domains of SEL, resulting in new findings that will influence future research, practice, and policy specific to school safety and civic behaviors. Regarding safety and experiences of school climate, nationwide conversations around how to support students to feel and be safe to learn in school are a top priority. Importantly, beyond all outcomes examined, this comprehensive review reported the largest effect of SEL programs was on students' increased perceptions of safety and inclusion at school.

Regarding civics, this study is believed to be the first to systematically tease apart the statistically significant distinctions between prosocial behaviors, such as being a good friend; and civic behaviors and attitudes, such as understanding civic processes and systems, social justice, understanding of current events, and moral or ethical reasoning. SEL programs demonstrated positive effects in both of these domains. Given the dynamic interaction between healthy climates, behaviors, and student academic, personal, and social development, results encourage SEL implementation to support healthier and safer school experiences for students K-12. These findings just scratch the surface of new evidence for SEL now available in the registered report.

Where SEL Goes From Here

To provide the best possible education for students, it is essential to understand SEL's role in promoting educational equity. This new study addresses this complex issue with comprehensive data that suggests the field can do more to embrace the differences in SEL programming and student experiences therewith to support all students to access and benefit from SEL.

The researchers urge the broader SEL community to focus on expanding the types of data collected and reported in the studies of SEL effects to support meaningful and precise measurement, evaluation, and interpretations.

"Through this work, we recognize that providing the best education for all students, while achieving a vision of SEL that supports everyone, hinges on the rigorous evaluation of SEL programs and outcomes as they evolve within our nation's school communities," says Cipriano. As the nation tends to the growing child mental health crisis, this research reinforces how social and emotional learning positively impacts the overall well-being of children and youth.

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Research Finds Social and Emotional Learning Produces Significant Benefits for Students

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A study led by Yale professors Christina Cipriano and Michael Strambler substantiates the evidence of social and emotional learning (SEL) in supporting student

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People who practice SEL develop life long skills and protective factors. This helps with mental health. SEL promotes healthy relationships, emotional skills, and emotionally safe environments. This better equips people to deal with usual issues that come up in life. We want our children to have these skills.

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While SEL and mental health are not the same, SEL can promote positive mental health in many ways. By promoting responsive relationships, emotionally safe environments, and skills development, SEL cultivates important "protective factors" to buffer against mental health risks. In this way, SEL is an indispensable part of student mental health and wellness, helping to improve attitudes about self and others while decreasing emotional distress and risky behaviors. SEL should be implemented as part of a system of mental wellness supports and resources that include promotion, prevention, early intervention, and treatment.

SEL can help strengthen the coordination and delivery of student services. Mental health supports fall on a continuum of care, or a tiered system of evidence-based supports, ranging from universal strategies that promote strengths and prevent risks (Tier 1), to targeted or early interventions for students who have been or might be exposed to risk factors (Tier 2), and finally to intensive treatment and intervention supports (Tier 3).

It is critically important to position evidence-based SEL programming and practices as a universal, strengths-based Tier 1 support to promote the healthy development, resiliency, and well-being of all young people. Additionally, Tier 2 and Tier 3 supports should align with overall SEL goals, integrate SEL practices such as relationship-building, and reinforce core social and emotional competencies. SEL can also help create pathways and alignment between schools and community partners as they work together to ensure all students have the support they need to thrive.

How is CASEL advancing this work?
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We have developed guidance for district and school leaders on integrating SEL and multi-tiered systems of support (MTSS) to create coordination.

CASEL partnered with the Council of Chief State School Officers and the American Institutes for Research to create a state-level community of practice for alignment and coherence across SEL and MTSS.

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While SEL and mental health are not the same, SEL can promote positive mental health in many ways. By promoting responsive relationships, emotionally safe

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I would also suggest asking questions that support SEL during readings and assignments to get the children thinking. For example, how did this action make the others characters feel and why?
We could also encourage these types of questions during classroom discussions or group discussions among students.
A positive school and classroom environment help students feel comfortable at school, and establish friendships. Creating activities that help the students share who they are to the class is a fun way to do this. For example, show and tell, all about me posters, vision board, etc.