# data[].attributes.attachment_link.readable_text
This post may contain affiliate links, which means if you use these links to buy something SEL Sketches might earn a commission. There is no extra cost to you and it helps me fund my clipart and video/resource creating addiction!

A new video is HERE! Yay! One of my favorite subjects to teach my students is the upstairs and downstairs brain. This concept is introduced in the book The Whole Brain Child, and it's just an easy and fun way to explain the function of our brain to young kids.

There is so much empowerment that happens when we learn how to personify something (like the brain) that can be so very complicated to understand. I hope that this video helps your students learn details about the brain, and how to be the boss of their brains when things feel out of control!
Questions/Ideas Following the Video
An activity kit for this video is still in the works (stay tuned!), but there are a few simple questions you can ask to get the discussion rolling after you have viewed this with your student(s).

Before you watch the video, ask students to stop and think about the different jobs our brains are responsible for completing in a day. Make a list of all of their ideas - highlighting those things that actually do not have to do with learning. Emphasize that our brains handle a lot more than just learning (walking, breathing, etc.).

Show students the video, then discuss the upstairs and downstairs brain. Emphasize that the downstairs brain is responsible for keeping us safe, and the upstairs brain is responsible for thinking. Then ask the following questions:

When might you find that your downstairs brain has taken over?

When do you feel like your staircase is working and your upstairs and downstairs are working together?

Who can help you rebuild your staircase when it has been broken?

I do a few other things following the discussion to make this concept a bit more tangible for my students. First, I'll take out a foam model of the brain and show students exactly where the upstairs and downstairs brains are located (downstairs = base and limbic area; upstairs = outer cortical brain). Then, I have them hold up their hands and touch each part on their own head as we discuss further.

The next part I will do is get out my handy dandy doll house. I love this thing (seriously!). I use it all the time in my room. I will place the brain house family members inside and we will talk about certain "triggering" situations that might happen at school and discuss how each family member may respond. It's super fun and provides students with a tangible way to understand this concept as I often let them move the family members around and take the lead on this - only correcting where necessary. (Pssst...a family member printout is available for free on the Sketches resource page!!)

Reading for Parents and Professionals

Interested in learning more about how the brain impacts our student's behaviors? Consider checking out these books if you haven't already! (Click to see more info!)

Stay tuned for the activity kit and more ideas to use with kids following the use of this video!

# data[].attributes.attachment_link.description
This post may contain affiliate links, which means if you use these links to buy something SEL Sketches might earn a commission. There is no extra cost to you and it helps me fund my clipart and video/resource creating addiction! A new video is HERE! Yay!

# data[].attributes.attachment_link.readable_text
Social-emotional learning (SEL) is an essential part of child development. Elementary school students not only need to learn academic content, but they also need to learn social-emotional skills, like managing their own emotions, developing positive relationships, problem solving, and learning how to be part of a community.

Research shows that providing opportunities for social-emotional learning is essential to educating the whole child. SEL competencies support academic performance and are strongly linked to well-being and mental health and wellness.

As educators and school leaders, we have the opportunity to bring SEL skills into our schools and classrooms every day. Lessons and activities that strengthen students' social and emotional development can provide a strong foundation for academic success.

These activities don't have to take a lot of time or planning in order to have a huge impact on your students. Below, you'll find six low-lift strategies from leading SEL program providers you can use throughout the school day to help your students develop each of CASEL's five core competencies of SEL:

1. Box Breathing (Self Awareness, Self Management)

2. I Have, I Am, I Can (Self Awareness, Self Management)

3. Behavior Challenge (Social Awareness, Relationship Skills)

4. Support Systems (Self Awareness, Relationship Skills)

5. Super Star Icebreaker (Social Awareness, Relationship Skills)

Pro Tip: Through Panorama's Playbook, educators can access research-backed lesson plans and interventions from leading social-emotional learning program providers such as Everyday Speech, The Rooted School, Give Thx, Edumotion, Better Kids, Playworks, and many others!

1. Box Breathing

Courtesy of Everyday Speech
Overview: This activity guides students through the process of Box Breathing, a technique where students draw a box shape into the palm of their hand with their finger to guide their slowed breathing and calm their nervous systems. Box Breathing is a great tool for elementary students because no equipment is needed! Encourage students to use this self-regulation technique independently when experiencing emotional distress.

Instructions for Implementation:

Teachers will play this video which fully demonstrates and teaches box breathing for their class. Teachers follow the actions in the video to model for and assist any beginning students who require support.

Box Breathing regulates the autonomic nervous system. In fight-or-flight mode, our heart rate and body temperature rise. Controlled, deep breathing returns us to a calm state, allowing clarity in rational thoughts and the ability to sort through feelings. You can use Box Breathing as an introduction to mindfulness practice for elementary students.
Click here to play the Box Breathing Practice video.

Courtesy of The Rooted School

Pro Tip: Introduce Box Breathing during a morning meeting, or use it as a brain break between instructional time.

2. I have, I am, I can

Overview: Taking time to strengthen resilience skills can help you bounce back from the daily adversity and challenges in and out of the classroom. The work of psychologist Edith Grotberg, Ph.D. inspires this mindfulness activity, which focuses on three resiliency points: I Have, I Can, I Am. This activity's growth-mindset focus reminds students that they can manage their feelings through mindset-shifts and identify skills to confront challenges.

Instructions for Implementation:

Prep: Download the facilitator guide and worksheet for I Have, I Am, I Can .

Framing: When the going gets tough, and you feel like giving up, it's important to remember that your situations and struggles are not what's important. What really matters is who you have around you, who you are on the inside, and what you can do for your community. Think of three things for each section and write or draw them.

Examples:
Courtesy of Give Thx

I HAVE:

People around me who support me no matter what.

People who set limits for me, so I know when to stop before there is trouble.

People who show me how to do things the right way by the way they do things.

People who want me to learn how to do things on my own.

I AM:

A person people can like or love.

A person who likes to do nice things for others.

Respectful of myself and others.

Willing to be responsible for my actions.

I CAN:

Talk to others about the things that frighten or bother me.

Find ways to solve problems that I face.

Find someone who can help me when I need help.

Control myself when I feel like doing something not right or dangerous.

3. Behavior Challenge

Overview: Students and staff decide on a specific social behavior, value, or social-emotional competency to focus on reinforcing. They set a goal of recognizing the behavior a specific number of times using thank you notes to strengthen their class or school climate, and develop healthy relationships with their classmates.

Instructions for Implementation:

1. Prep: Download the Facilitation Guide for "Behavior Challenge."

2. Directions: (2 min) Set the challenge time period (i.e. 1 week) and class total goal (i.e. 100 acts of kindness thanked). Remind students of the behavior they will recognize another for. Review its agreed upon definition and an example before starting. You can use this slide deck to introduce the activity.

3. Thx Notes: (2 min) Students write a thx note to someone recognizing the specific behavior. Teacher monitors the notes and/or also writes notes to students.

4. Modeling: (2 min) Pick examples from 'Thx Activity' to help students understand strong note examples and accurate behavior recognition.

5. Tips:

Courtesy of BetterKids

Teaching a behavior first makes this most effective.

This is a great way to expand what students thank others for

Consider creating a poster with what the behavior looks and sounds like in action.

Build on these behaviors and refresh students throughout the school year.

4. Support Systems

Overview: During times of uncertainty, it is important to identify who we feel most supported by. Looking at the essential parts of a flower can be a tangible way for kids to identify their support systems. This activity will help kids think about who those supporters are and how they help them grow. We feel more confident about managing our emotions when we feel supported by positive relationships. Relating growth and emotions to tangible things can be helpful for kids to understand their own growth better.

Instructions for Implementation:
Courtesy of Playworks
The teacher will use the worksheet to guide the students in identifying their support system. The teacher will explain how each part of the flower represents someone in the child's support system. The teacher can use this worksheet as a discussion for how each child feels supported by those in their support system.

5. Superstar Ice Breaker Game

Overview: This simple, quick game helps students explore and deepen relationships. Icebreaker games promote respect, encourage playfulness, promote inclusion, and build community. Participation in these ice breakers also helps students feel more comfortable engaging in further games and activities, and are a great tool for new groups of students at the start of the year.

Instructions for Implementation:

1. Explain the purpose of the game and the rules. Demonstrate together with another student what to do (find a commonality not previously known and not visibly apparent).Prep: Watch the below overview video explaining how to facilitate "Superstar."

2. Practice: Announcing the practice round, watch for how students are pairing together. Are they partnering with a student they know less well? What are the topics they are sharing? Do they need help thinking through more examples?

Pause the practice round after several minutes and reflect on examples that the students are offering.
To encourage new connections, consider having students pick a new partner each round.

3. Play: Play the game for real!

4. Post-Game: Conclude with some reflection questions, such as: how many of you found somebody who also likes ___? Was there something you discovered that you have in common with one partner but not another?

Further Resources:

Leading SEL Curriculum Providers: Want more information on school programs? Learn more about curriculum for elementary, middle, and high schools and how you can bring them into your school district.

Trauma-Informed SEL: Learn more about supporting the whole child and how SEL can help students recover after traumatic and distressing events.

More SEL Interventions: Want more activities? Check out these strategies that can be used in the classroom or as part of a school-wide program.

Download the Panorama Social-Emotional Learning Assessment with topics and questions for students in grades 3-5.

# data[].attributes.attachment_link.title
SEL for Elementary Schoolers: 5 Everyday Activities for Your Classroom

# data[].attributes.attachment_link.description
Social-emotional learning (SEL) is an essential part of child development. Elementary school students not only need to learn academic content, but they also need to learn social-emotional skills, like managing their own emotions, developing positive relationships, problem solving, and learning how to be part of a community.

# data[].attributes.attachment_link.readable_text
What is SEL for Educators?

Social-emotional learning (SEL) shares some similarities with terms such as emotional intelligence, resilience, well-being and self-care. However, the specific components of SEL for adults in school settings are unique.
Educator SEL is:

The competencies that adults need in order to manage stress and create a safe and supportive classroom environment

The skills and mindsets that adults need to effectively embody, teach, model and coach SEL for students

The overall well-being and emotional state of adults in school settings

Based on a synthesis of the latest research, we have created Five High-Leverage Practices to streamline learning, practice, and application. None of the outlined practices, skills, or strategies works in isolation. They interact dynamically and are part of an ongoing process of learning and development.

Why Download the SEL for Educators Toolkit?

This toolkit can be used in Professional Learning Communities (PLCs), staff meetings, professional development, training sessions, or for individual learning, reflection, and practice.

For the purposes of this resource, educator refers to any adult in a school setting who interacts with students. This can include, but is not limited to, classroom teachers, paraprofessionals, principals, deans, instructional coaches, specialists, special education teachers, and coaches. Although this resource can be used by individuals, we encourage collaboration as a way to understand the content, engage in practice, and to expand perspective by processing in community.
The toolkit focuses on the following objectives:

Educators will reflect on the importance and impact of their own social-emotional learning.

Educators will learn Five High-Leverage Practices to support their own social-emotional development and well-being.

Using embedded activities, educators will deepen their understanding and strengthen their skills related to the Five High-Leverage Practices.

Learn More

The toolkit is designed to be flexible and adaptable; educators can review and use the tools in their entirety, or select one or more focus areas. Due to the wealth of resources focused on system-level support, this toolkit focuses on what educators can do to support their individual growth.

Below, you can download TransformEd's SEL for Educators Toolkit for educators and school leaders focusing on the social-emotional development and well-being of the adults in school settings.
The Toolkit contains the following resources:

The Professional Learning Presentation is divided into three sections: The What: Defining Educator SEL, The Why: Supporting Evidence, and The How: High-Leverage Practice. It is designed to provide both content and opportunities for engagement and practice.

The Companion Guide presents additional details about the interactive components outlined in the presentation, as well as suggestions for pacing, facilitation, application, and further learning.

The Snapshot summarizes the Five High-Leverage Practices and their corresponding strategies in a simple and accessible handout.

The Reference List provides a comprehensive list of the resources consulted during the development of this tool for those who would like to dig deeper into the research on this topic.

Mini Modules

We will be releasing six mini modules to introduce our SEL for Educators Toolkit. This toolkit is extensive, therefore each module aims to synthesize the material and walk you through it using the following breakdown:

Module 1 - An Overview: The What, The Why, & The How

Module 2 - Examine Identity

Module 3 - Explore Emotions

Module 4 - Cultivate Compassionate Curiosity

Module 5 - Orient Towards Optimism

Module 6 - Establish Balance & Boundaries

# data[].attributes.attachment_link.description
What is SEL for Educators? Social-emotional learning (SEL) shares some similarities with terms such as emotional intelligence, resilience, well-being and self-care. However, the specific components of SEL for adults in school settings are unique.

# data[].attributes.attachment_link.readable_text
Breathing is one of the most powerful tools we have in times of stress and anxiety because it's always with us! Children experience a wide array of emotions, and teaching them how to cultivate calmness within themselves allows them to process emotions and events more effectively. Here are 4 breathing techniques for students that will serve them in the classroom, at home, and beyond:

Three Collective Breaths:

This is one of our favorite breathing practices here at Breathe For Change because it incorporates community! Invite your students to take a deep breath together, inhaling slowly, then exhaling. Repeat this three times, inhaling and exhaling together as a group. Afterward, ask your students how they felt breathing together. Taking these three collective breaths fosters a sense of community in the classroom. This is a great practice before a test or a presentation to ease nerves and allow students to center themselves.

The cooling breath technique is great to use when energy is high and it's time to cool down our bodies. Invite your students to make an O shape with their lips, as if they're about to sip from a straw or blow out birthday candles. Now, invite them to breathe in through this O shape, then exhale. Ask your students what this breath felt like as they inhaled. Did they feel a coolness on their tongue? Maybe a cool sensation at the back of their throat? Exploring how this breath made them feel shows them in times of high energy or stress, a cooling breath can help, literally, cool them down!

In times of anxiety and stress, we often find that our breathing stays in our upper chest, creating shallow, short breaths. This chest breathing keeps our body in a sympathetic state, otherwise known as the "fight or flight mode." To tap into our parasympathetic state, or our "rest and digest mode," taking full, belly breaths is key. Invite your students to place their hands on their belly, and ask them to try to breathe down into their belly beneath their palms, observing the rise and fall of their belly as they breathe. You can even ask them to visualize a balloon filling up in their bellies as they inhale, and deflating as they exhale.

Flower breathing can be a great way to assign a visual movement to our breath. Invite your students to create their "flowers" by placing their pinkies and thumbs together, leaving a gap between their palms and their other fingers open wide. You can suggest your students pick any kind of flower they like, envisioning the color of their flower. As they inhale, invite them to raise their "flowers" upward to the sky, opening for the sun. On the exhale, bring your arms back down to your chest, closing the hands like closed flowers. This is a fun way to bring a little mindful movement into your breathing practices as well by incorporating the stretch upward to the sky on the inhales!

These are four easy breathing techniques that you can incorporate in your classrooms, no matter what age your students are. Practicing these mindful breathing techniques in times of calmness better prepares them to turn to their breath when they are overwhelmed or stressed. It's one of the handiest tools you can equip your students with, because after all, their breath is always with them!

What breathing practices do you use in your classrooms? Let us know below!

In our 200-hour Wellness, SEL, and Yoga Teacher Training we delve deeper into breathing techniques, mindful movement, self-care, and SEL strategies to enhance your own well-being and the well-being of your students and community.

# data[].attributes.attachment_link.title
4 Breathing Techniques to Use in the Classroom

# data[].attributes.attachment_link.description
Breathing is one of the most powerful tools we have in times of stress and anxiety because it's always with us! Children experience a wide array of emotions, and teaching them how to cultivate calmness within themselves allows them to process emotions and events more effectively.

# data[].attributes.attachment_link.readable_text
How annoying is it for you when you're really upset and someone says, "Don't worry, everything will be fine,"? I don't know about you, but for me, this tends to just make me feel worse because everything doesn't feel fine in that moment. Our students are the same way. Simply dismissing their anxiety or worry often just spirals them. If everything was fine for them, then they wouldn't have the big feelings in the first place.

Continue reading

# data[].attributes.attachment_link.description
How annoying is it for you when you're really upset and someone says, "Don't worry, everything will be fine,"? I don't know about you, but for me, this tends to just make me feel worse because everything doesn't feel fine in that moment. Our students are the same way.

# data[].attributes.attachment_link.description
We couldn’t find the page you were looking for. This is either because:

# data[].attributes.attachment_link.title
SEL 101_ Tips & Tools - Resources.docx (1).pdf

# data[].attributes.attachment_link.readable_text
What is Social-Emotional Learning?

Social-Emotional Learning (SEL) is a research-driven approach based on the tenets of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Through a variety of structured activities students learn critical life skills such as recognizing and managing emotions, solving problems effectively and developing positive relationships. SEL provides the foundation needed for all other learning to occur.

Research shows numerous benefits that can result from the development of these skills.

¿QUÉ ES EL APRENDIZAJE EMOCIONAL SOCIAL?

El Aprendizaje Socioemocional (SEL, por sus siglas en inglés) es un enfoque basado en la investigación basado en los principios de autoconciencia, autogestión, conciencia social, habilidades de relación y toma de decisiones responsable. A través de una variedad de actividades estructuradas, los estudiantes aprenden habilidades vitales como reconocer y manejar emociones, resolver problemas efectivamente y desarrollar relaciones positivas. SEL proporciona la fundación necesaria para que todos los demás aprendizajes ocurran.

La investigación demuestra numerosos beneficios que pueden resultar del desarrollo de estas habilidades.

La investigación muestra numerosos beneficios que pueden resultar del desarrollo de estas habilidades.

# data[].attributes.attachment_link.description
Social-Emotional Learning (SEL) is a research-driven approach based on the tenets of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Through a variety of structured activities students learn critical life skills such as recognizing and managing emotions, solving problems effectively and developing positive relationships.

# data[].attributes.attachment_link.readable_text
The benefits of social and emotional learning (SEL) are well-researched, with evidence demonstrating that an education that promotes SEL yields positive results for students, adults, and school communities.

SEL has a powerful combination of evidence and support. The findings below come from multiple fields and sources and include analyses of hundreds of studies that show SEL leads to beneficial outcomes related to: social and emotional skills; attitudes about self, school, and civic engagement; social behaviors; conduct problems; emotional distress; and academic performance.

In addition, the surveys published below by CASEL and partners show teachers, principals, parents, and students agree: SEL is essential.

Download this customizable presentation to make a compelling case for SEL.

The Benefits of SEL
Back to top
SEL leads to improved academic outcomes and behaviors

When students have supportive relationships and opportunities to develop and practice social, emotional, and cognitive skills across many different contexts, academic learning accelerates. Hundreds of studies offer consistent evidence that SEL bolsters academic performance.

Results from a landmark meta-analysis that looked across 213 studies involving more than 270,000 students found that:

SEL interventions that address the five core competencies increased students' academic performance by 11 percentile points, compared to students who did not participate.

Students participating in SEL programs showed improved classroom behavior, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school.

Additional meta-analyses echoed these findings. Consistency across independent research teams offers strong support that well-implemented SEL programs are beneficial.

What might this mean for the practical benefits of SEL? About 27% more students would improve their academic performance at the end of the program and 24% more would have improved social behaviors and lower levels of distress.

Read the 2011 meta-analysis. (Durlak et al., 2011)

Read a summary of the four major meta-analyses on SEL.

More recently, a 2021 systematic review found that universal SEL interventions enhance young people's social and emotional skills and reduce symptoms of depression and anxiety in the short term. In comparison, other approaches have produced inconsistent results (mindfulness interventions) or limited evidence of impact (positive youth development interventions).

Read the 2021 report from the Early Intervention Foundation.

SEL benefits are long-term and global

Subsequent analyses spoke to the long-term effects of SEL implementation as well as SEL's effectiveness in diverse cultural contexts.

Long-term effects:

Measured a positive correlation between strong social emotional assets (measured at the end of intervention) and higher levels of well-being up to 18 years later. (Taylor et al., 2017)

Effectiveness across cultural contexts:

An SEL approach was consistently effective with all demographic groups both inside and outside the United States. This supports the idea that social and emotional assets promoted in SEL can support the positive development of students from diverse family backgrounds and geographic contexts. (Taylor et al., 2017)

SEL interventions show the largest effect size when the intervention is designed with a specific context or culture in mind. This supports the idea that SEL is not a 'one-size-fits-all' intervention. (Wiglesworth et al., 2016)

Read the 2017 meta-analysis of 82 research studies involving 100,000 students worldwide.

SEL is a wise financial investment

When it comes to school programming, education leaders are often weighing the benefits of investing in new efforts. Cost-benefit research demonstrates the value of SEL programs. The report found an average return on investment for six evidence-based programs of 11 to 1, meaning for every dollar invested there is an $11 return.

Read the 2015 review from Columbia University.

Social and emotional skills help improve lifetime outcomes

In addition to the long-term outcomes articulated above, there are statistically significant associations between social and emotional skills in kindergarten and key outcomes for young adults years later. Specifically, early social and emotional skills development helped to reduce societal costs required for public assistance, public housing, police involvement, and detention.

Read the 2015 national study published in the American Journal of Public Health.

The Support for SEL
Back to top
What young people are saying...

High school students and recent high school graduates see the benefits of attending schools that emphasize SEL. But most current and recent high school students believe their schools could have done better.

Download the 2018 report from CASEL and Civic.

A qualitative study of young people who describe their experiences with the integration of social, emotional, and cognitive development in exemplary learning settings shows that supportive learning environments are nurturing young people's sense of themselves as valued, multi-dimensional community members.

View the 2020 report from America's Promise Alliance.

What school principals are saying...

School principals agree SEL is essential, with nearly all principals surveyed sharing that developing students' social and emotional skills is a critical aspect of students' in-school experience. They also want more guidance, more training for teachers, and greater access to research-based strategies for developing SEL in students.

Read the 2017 report from CASEL and Civic on the survey's findings (and the 2019 update).

What educators are saying...

Not only do 56% of educators believe resources to support SEL in the classroom will be most critical post-pandemic, but 82% agree that a well-crafted, fully integrated SEL approach makes an impact on outcomes.

Read the 2021 Educator Confidence Report.

Eighty percent of educators from across 15 countries believe positive emotions are critical for academic success, and emotional well-being is crucial for developing foundational literacies and communication skills.

Read the 2019 brief from The Economist Intelligence Unit on the survey's findings.

What teachers are saying...

Virtually all teachers report that it's critical to develop key SEL skills in the classroom. According to educators, key SEL skills include:

Self-awareness (with 99% of educators rating it as either somewhat or very important)

Relationship skills (98% of educators)

Self-management (97% of educators)

Responsible decision-making (97% of educators)

Social awareness (96% of educators)

View the 2021 report from McGraw Hill on the survey's findings.

Ninety-three percent of teachers want a greater focus on SEL in schools. They agree that social and emotional skills are teachable and are calling for schools to prioritize the integration of SEL practices and strategies.

Download the 2013 report from CASEL and Civic on the survey's findings.

About 90% of elementary and secondary teachers agreed that promoting SEL would improve students' academic achievement. It also found that teachers who reported higher levels of well-being reported engaging in SEL practices to a greater extent than those with lower reported well-being.

View the 2020 report from Rand Corporation on survey findings from the American Teacher Panel.

What policymakers are saying...

When we consider what it means for students to be prepared for college, career, and community life, social and emotional competencies are critically important for the long-term success of all students in today's economy. A bipartisan report addressed SEL as a core component of children's education, recommending several steps to scale up high-quality, evidence-based SEL programs.

Read the 2015 report from American Enterprise Institute and Brookings Institution.

What the broader public is saying...

Eighty-two percent said that it is highly important for schools to help students develop interpersonal skills, such as being cooperative, respectful of others, and persistent at solving problems.

Read the 2017 PDK poll results.

What parents are saying...

As of 2021, 62% of parents feel teaching SEL is very important, compared to 55% three years ago. Parents also believe that SEL is not emphasized as much as it should be (81%), that it has become even more important since the beginning of the pandemic (82%), and that it is helpful for children learning online (80%).

View the 2021 report from McGraw Hill on the survey's findings.

What employers are saying...

Six of the identified top ten skills for the future involve social and emotional competence, including complex problem solving, critical thinking, and creativity.

View the World Economic Forum report.

Thirty-one percent of employers worldwide struggle to find qualified employees. A major reason for the qualified labor shortage is that fewer students are graduating high school with the social and emotional skills required for today's workplace. In another survey, 92% of surveyed executives say skills such as problem-solving and communicating clearly are equal to or more important than technical skills, yet 89% said they have a very or somewhat difficult time finding employees with those skills.

View the report from Association for Career and Technical Education, National Association of State Directors of Career Technical Education Consortium, and the Partnership for 21st Century Skills.

View the Wall Street Journal article on this data.

# data[].attributes.attachment_link.description
The benefits of social and emotional learning (SEL) are well-researched, with evidence demonstrating that an education that promotes SEL yields positive results for students, adults, and school communities. SEL has a powerful combination of evidence and support.

# data[].attributes.attachment_link.title
Sign Up to Receive the Kindness Curriculum

# data[].attributes.attachment_link.description
The Center for Healthy Minds at the University of Wisconsin–Madison is a global leader in understanding the mind, our emotions and well-being.

# data[].attributes.attachment_link.readable_text
Download Calendar

Kindness Beyond The Classroom™

NEW! Teach important kindness skills in an out of school time setting.

Kindness Beyond the Classroom™ is a concise yet comprehensive curriculum that you can use to extend kindness beyond the typical school day. There is a mix of whole group and small group lessons that focus on one of our six kindness concepts: Respect, Caring, Inclusiveness, Integrity, Responsibility, and Courage. We also have two "kindness boost" lessons at the end of each unit that you can use when you feel that students need a quick shot of kindness!

Download Lessons
Download Individual PDFs

Free Kindness in the Classroom® Training Materials

Don't expect kindness in schools-teach it! We'll show you how!

We are very proud to announce that all of our training materials are available online so that anyone can use them! Much of the training is focused on self-care for you-the educator. Specifically, building resilience, gratitude, kindness and reconnecting to what you do best-teaching. (That's why we titled the training "Kindness in the Classroom®: Cultivating Resilience Through Kindness".)

We hope you take the time to check out the new training! Here is a quick overview video to help you get acquainted. ( download video here if you can't access YouTube) If you aren't an educator, consider using it (with a few tweaks) where you work. The information & activities can be used in any context.

Better yet, share these materials with educators you know! The training (and the curriculum) is fun and will benefit anyone who participates because all the activities and information are based on scientific research. We invite you to share your feedback with us at teacherhelp@randomactsofkindness.org.

Download Training Materials

Our Approach

Why teaching kindness matters & how we go about it.

The Random Acts of Kindness (RAK) Foundation is a small nonprofit that invests our resources into making kindness the norm. We are rooted in the belief that all people can connect through kindness and that kindness can be taught. We follow a simple framework for everything we do: Inspire, Empower, Act, Reflect and Share. Our evidence-based Kindness in the Classroom® curriculum gives students the social and emotional skills needed to live more successful lives. We create a common language between schools, work and home with all of our resources.

What does social emotional learning (SEL) have to do with kindness?

Reading. Writing. Arithmetic. They're the keys to the success of our kids, right? But what about the skills that will help when things get tough?

What about the ability to communicate your feelings and needs? To really listen to others? To keep your emotions in check, and understand other points of view that you may not agree with? To empathize with people who are different?

We believe these skills-all linked to kindness-are just as important as academic skills.

Our Kindness in the Classroom ® program was created to integrate intentional kindness skill building with the development of social and emotional competencies. Our lessons include six kindness concepts which, when used consistently, provide students a scaffold to build the necessary skills to move from self-awareness to action.

According to a CASEL (the Collaborative for Academic and Social and Emotional Learning) study, 93% of teachers believe it's important to teach SEL-and 95% of them believe it can be taught. Their confidence was well founded-because they found that teachers who included SEL programs in their instruction saw an 11-17% increase in the academic scores of their students. Check out our research for more information on the benefits of teaching kindness.

The Kindness Framework

There's a lot to read about kindness here on our website. But one of the most beautiful things about kindness is its ease and simplicity.

That's reflected in our "Kindness Framework", which is what we call the simple, five-step cycle that we follow in each of our lesson plans. Here's how it works:

Kindness in the Classroom lessons teach kindness skills through a step-by step framework of Share, Inspire, Empower, Act, and Reflect. Each lesson starts with the 'share' step to reinforce learning from previous lessons. The 'act' piece is woven into the lessons but really takes place in the projects.

STEP 1: SHARE

Each of our lessons starts with a 'share' where the class can share what they've learned and experienced with others since the previous lesson. This reinforces what they've learned and experienced, helps others to experience it and makes it far more likely that they'll express kindness again!

STEP 2: INSPIRE

Through various modalities, each kindness lesson is designed to inspire students and allow teachers to feel inspired as well!

STEP 3: EMPOWER

Inspiration is good-but transformation begins to happen when students are given the tools that will let them act on that inspiration. The 'empower' step is for teachers to lead the class through discussions designed to empower students to find ways to be kind in their daily lives.

STEP 4: ACT

The opportunity to act exists throughout the lessons, but it really comes into play in the projects. Once students have the ideas and the tools, they put it all into action. The unit projects will have students bringing real, tangible kindness into the world.

STEP 5: REFLECT

At the end of each lesson and project, students will have experienced how great it feels to perform acts of kindness. And what does everyone want to do after doing something that feels great (besides 'do it again')? Talk about it, of course! At the end of each lesson, teachers guide students to reflect on what they've just experienced and learned & identify how doing kindness affects their own lives and the lives of those around them.

Success Stories

Read about other schools & districts who've seen great success using our curriculum.

D11 Colorado Springs Schools

Kindness in the Classroom is being implemented in 35 elementary schools (K-5) with a total of over 11,000 students over a five year period between 2017 and 2022. The first year of implementation, five schools taught the Kindness in the Classroom curriculum.

Teaching social emotional competencies, at a universal level, is one of the primary goals within our Comprehensive Student Support Model in Colorado Springs District 11. We were looking for a curriculum that would help increase prosocial behaviors and we have definitely seen the benefit to our community while using Kindness in the Classroom. We chose Kindness in the Classroom for many reasons including the fact that it had strong research behind it showing improved culture and student outcomes.

One of our pain points, as with many schools and districts, is how we'd find the time to implement the program. We ask teachers to spend 30 minutes, once a week, teaching the lessons and they have been able to integrate it very well. Some teachers have gone beyond with projects and ideas outside of the curriculum to embed the concepts into their schools.

Our students come from varying backgrounds and lifestyles, often coming to school lacking the skills needed to effectively and happily socialize, cope with various struggles and still perform academically. Kindness in the Classroom gives students a safe environment to discuss emotions and ethical/moral views with an educated and trusted adult. In one of our schools, we have seen a 38% decrease in discipline referrals after the first year of implementation. Staff, parents and students are really seeing a difference.

One student said, "No one is alone. There are people all around them. People just need to ask to be their friend or play with them." He explained that he has learned to "never give up, work hard, and help anyone that needs the help."

Generation Schools

Generation Schools Network's mission is to co-create healthy school ecosystems by partnering with educators, students, families and communities to elevate the education experience.

Along with their school improvement work, GSN has been offering their social/emotional program called "Advocacy" and using the Kindness in the Classroom curriculum in 11 rural schools in Colorado.

At Bayfield Primary School, grade level teams decided to work through the same units at the same time in order to keep a consistent message throughout each grade level. Students created artwork representing their interpretations of the concepts being taught to display throughout the school. The school counselor said, "The most significant outcome is witnessing students being able to advocate for their needs, resolve or avoid conflicts and employ the concepts of social emotional learning."

Student survey results showed that more than 78% of students agree that they have developed skills that will help them succeed in school, work and life and 93% of teachers reported that they have developed meaningful relationships with their students through GSN's Advocacy Program and use of the Kindness in the Classroom curriculum.

Rocky Top Middle School

One of the priorities at Rocky Top Middle School has always been to intentionally address the social emotional needs of staff and students in order to increase academic achievement and maintain a positive climate and culture throughout the building. However, last year was the first time we changed the structure of the master schedule to ensure delivery of direct instruction in the area of social emotional learning.

Using Kindness in the Classroom as the foundation for that class, our staff was empowered to facilitate learning in a creative way that allowed them to truly connect with their students. Families reported that their children felt safe and welcome in the school environment and that the direct instruction of the KiC curriculum gave them a strong foundation for conversations at home.

"Our students are really excited to focus on kindness. In fact, the Yearbook Club declared kindness as the theme of the entire yearbook. The cover boasts the quote, 'Kindness is the opportunity that we all have everyday to change the world.' The first photos in the yearbook show students displaying signs advertising 'We choose kindness here!' Throughout the yearbook there were even quotes and poems from students about kindness received and given.

Since including Kindness in the Classroom as our social emotional learning curriculum there has been a significant increase in academic achievement and the positive climate and culture throughout the building.

It Works!

Teaching kindness really does make a difference!

The Random Acts of Kindness Foundation has taken our highly effective, evidence-based Kindness in the Classroom social emotional learning curriculum and only made it better. By including a focus on equity, teacher self-care, and digital citizenship, we are excited to share a more engaging, relatable, and inclusive curriculum.

We think our curriculum is pretty great-but of course, we would. Thankfully, you don't have to take our word for it. We commissioned several independent researchers to study and test our curriculum:

According to their findings, teachers using our curriculum report feeling more connected to their students, seeing more kindness in their classrooms, halls and on the playgrounds, and noticing their students demonstrating more empathic, caring traits.

That's great news, but it doesn't stop there. The teachers also noted improved trust, fewer referrals to the office, more respect between students, and a generally more positive school and classroom culture!

To understand why social-emotional learning is so important, read this Teaching the Whole Child brief created by the Center on Great Teachers & Leaders at American Institutes for Research. It also includes good information on practical ways schools & districts can incorporate social-emotional learning programs into their schools.

Additional Resources

Even more resources to help you teach kindness to your kids.

Download Quick Start Guide Download Curriculum Overview

Start a Kindness Club

Our handy guide with tips on how to start a kindness club at your school.

Download

Kindness Book List

Our hand-picked collection of kindness-themed books used in our lessons. Listed by grade.

Download

Grab & Go Games

Need a few fun game ideas to play with kids? Grab our list of games and go!

Download

Family Letter

Introduce the Kindness in the Classroom® curriculum to parents & caregivers at home.

English Spanish

Here are the answers to some common questions about Kindness in the Classroom®.

Let us know if you have questions that aren't covered below.

What is Kindness in the Classroom ®?

Kindness in the Classroom ® is a free Tier 1 evidenced-based social emotional learning curriculum designed to helps schools create a culture of kindness. By including a focus on equity, teacher self-care, and digital citizenship, The Random Acts of Kindness Foundation is excited to share an engaging, relatable, and inclusive curriculum.

How much does Kindness in the Classroom ® cost?

THE CURRICULUM IS COMPLETELY FREE OF CHARGE. Many of the materials required for lessons are items that teachers and schools already have on hand. There are some books that are required for a few of the lessons which might need to be purchased, though most lessons link to a video of someone reading the book if funds are not available to purchase the required books.

How long are the lessons and how much preparation is needed?

Teachers' time is precious. With that in mind, the lessons and projects can be taught for 30-45 minutes once a week. Each lesson gives a time estimate to aid teachers in adapting the lesson into shorter class periods. Most teachers report needing no more than 15 minutes to prepare for the lessons.

What is the Kindness Framework?

Read about our approach to teaching kindness & the Kindness Framework here.

Do I need to teach all the lessons? Do they need to be taught in order?

Lessons are sequential within each unit. The units are designed to help students develop their social emotional skills through a process of being inspired, feeling empowered to be kind, acting on that feeling, reflecting on what they have learned, and sharing their experiences. However, you may implement selected lessons based on your students needs.

How does the curriculum fit with district, state and national standards?

All Kindness in the Classroom® lesson plans have been mapped to the five CASEL Core Social Emotional Learning (SEL) Competencies, the Centers for Disease Control and Prevention's National Health Education Standards (NHES), the International Society for Technology in Education (ISTE) Standards, when applicable, and the national Common Core State Standards for English Language Arts & Literacy, Mathematics, History/Social Studies, and Science & Technical Subjects. Utilization and adoption of these national standards and competencies vary by state, however, teachers can align their own state standards with each lesson as well. For each unit, a Standards Map was created to summarize each of the standards met by all lessons within that unit.

Why is it important to teach social and emotional learning (SEL)?

There are so many reasons! Aside from increased academic performance, SEL programs like Kindness in the Classroom ® improve attitudes and behaviors and reduce emotional distress. Research shows that students receiving the curriculum had greater empathy and sympathy for fellow students and teachers, were intrinsically motivated to be kinder and caring and showed decreased aggressive and antisocial behaviors. Interestingly, teachers reported they had significantly fewer conflicts with their students after teaching the curriculum and said they had more time for teaching... all resulting in students having more time for learning.

How can I successfully implement Kindness in the Classroom ®?

The fact that you're even considering implementing SEL in your classroom means you're already on the road to success. To get started, you can complete an initial Implementation Assessment to help plan a roadmap to successfully bring Kindness in the Classroom to your school-with full support of staff, administration and parent / guardians. After that, you can check our Grades K-5 and Grades 6-8 how to get started documents and then review the teacher training materials.

Do I need training in order to implement Kindness in the Classroom ®?

Training is not required to use the curriculum, but it is encouraged. The lessons are designed for ease of use and minimal preparation. If your school is planning to use the curriculum within a grade level or throughout the school, it is beneficial to use our free training called Cultivating Resilience Through Kindness to get acquainted with our materials.

Does the entire school need to implement Kindness in the Classroom ®?

While it is advantageous to use Kindness in the Classroom ® school-wide, you may also wish to implement by grade levels first, and then roll out the program to other grades later.

Is Kindness in the Classroom ® an anti-bullying program?

Kindness in the Classroom ® is designed to pro-actively build healthy relationships among students and a culture of kindness within your school. With this effective curriculum, bullying can oftentimes be prevented.

Does Kindness in the Classroom ® align with CASEL?

Yes, the Collaborative for Academic, Social, and Emotional Learning (CASEL)-the world's leading organization for advancing social emotional learning-has recognized Kindness in the Classroom® as a CASEL SELect program for excellence in supporting SEL in schools and districts nationwide.

Is Kindness in the Classroom ® culturally responsive? (Equity)

The curriculum has been rated "excellent" by the Equity Project based on this report.

Is there is difference between the K-5 and 6-8 curriculum?

Yes! The elementary and middle school programs were designed differently with the needs of those children and schools in mind. Please see our implementation guide for K-5 here and the guide for grades 6-8 here.

What does the research say about the effectiveness of Kindness in the Classroom ®?

Please refer to our Research & Reports section to review several reports we commissioned on the effectiveness of Kindness in the Classroom®. Spoiler alert: it works!

# data[].attributes.attachment_link.title
FREE K-8 Kindness in the Classroom® Curriculum

# data[].attributes.attachment_link.description
Download our free K-5 kindness lesson plans and projects to help teach important kindness skills to your kids.

# data[].attributes.attachment_link.readable_text
What Is Emotional ABCs Classroom?

Emotional ABCs is a lesson-based curriculum using 3 years of sequential Workshops to build skills step‑by‑step. Each Workshop integrates interactive digital and in-class materials to help teachers present concepts, run
classroom activities, and assess for understanding. School-to-home communication is woven into the curriculum.
Pedagogical Best-Practices
Workshops use best-practices pedagogical techniques (Sequenced, Active, Focused,
Explicit), and are easily adapatable to each educator's teaching style and classroom.
Proven Results
A nationwide study showed that Emotional ABCs significantly improved students'
social-emotional competence; the size of the Social Emotional Learning (SEL) score
increase was 3 times higher for students using the Emotional ABCs program.
CASEL SELect, ESSA ELIGIBLE PROGRAM
Highest certification from CASEL, teaching Self-Awareness Social Awareness,
Self‑Regulation, Responsible Decision Making and Relationship Skills.
Successful 8-state 2020 study allows for Every Student Succeeds Act funding.

# data[].attributes.attachment_link.keywords[]
teaching children basic tools to better manage emotions

# data[].attributes.attachment_link.title
What if your child could have a better day...EVERY day?

# data[].attributes.attachment_link.description
What Is Emotional ABCs Classroom? Emotional ABCs is a lesson-based curriculum using 3 years of sequential Workshops to build skills step‑by‑step. Each Workshop integrates interactive digital and in-class materials to help teachers present concepts, run classroom activities, and assess for understanding. School-to-home communication is woven into the curriculum.

# data[].attributes.attachment_link.title
Breathe - Belly-Heart Breathing - English CC (16x9) (Grades 2-8/Youths)

# data[].attributes.attachment_link.readable_text
Mindful Schools has created ten free mindfulness classes for kids (as seen on CNN) . Join us online - for mindful activities, mindful movement, read-alouds - and let's have fun exploring mindfulness together.

Free Online: Mindfulness Class for Kids!

Sign up to receive classes and mindfulness resources in your inbox .

Mindful Schools has designed these online mindfulness classes with K-5 students in mind - AND please know that students and adults of all ages are welcome to participate. We are aware that many families are away from school and work, and we hope this is a resource that families can enjoy together.
Sign up above to receive the online classes and mindfulness resources in your inbox! What to Expect:

10 classes with fun and interactive activities for kids such as mindful eating, movement, and more

30 minutes of mindfulness and a restful break from the busyness of daily life

Experienced teachers from the Mindful Schools Training Team

About Mindful Schools

Mindful Schools is a 501(c)(3) nonprofit organization and our everyday work is training educators to bring mindfulness to their K-12 classrooms - we've trained over 50,000 teachers, parents, and school leaders. We created these online kids classes as an immediate resource for families that may be away from school and work during these challenging times.

If you enjoy these classes, please share with friends and explore professional development programs for educators to start bringing mindfulness to your school community. If you'd like to support Mindful Schools and you have the capacity, consider a donation to Mindful Schools Thank you for your support.

Extra Credit!

Students, did you enjoy class today? Send us your notes, photos, and drawings to community@mindfulschools.org, or tag us online:

Educators and parents, tell us how we're doing. Your feedback is important to us so we can continue to create helpful resources for our community. Please email us at community@mindfulschools.org.

FAQs

What age group is this for? While we welcome all age groups including adults, we are designing these classes to be age appropriate for K-5 students. Friends, siblings, parents, and even grandparents are welcome to enjoy the class together!

Can I share this with my community? Yes absolutely - we hope these classes are a helpful resource for everyone in your school community.

How do I watch the classes? All classes are posted on this page, see below. Sign up to receive an email when we create new online resources.

What Is Mindfulness?

At Mindful Schools, we define mindfulness as being present in the moment here and now, paying attention to our thoughts, bodily sensations, and external environment with kindness, nonjudgment, and curiosity. Mindfulness can provide immediate tools to meet challenges with more openness, care, and compassion, as well as strategies that promote everyday self-care and well-being.

It has a variety of research-backed impacts, including reduction in stress, and improvements in emotional regulation, and focus. Learn how the benefits of mindfulness can be transformative in education.

Watch the Mindful Schools Kids Classes:
#1 to #10!

About Mindful Schools
Mindful Schools is a 501(c)(3) nonprofit organization and our everyday work is training educators to bring mindfulness to their K-12 classrooms - we've trained over 50,000 teachers, parents, and school leaders. We created these online kids classes as an immediate resource for families that may be away from school and work during these challenging times.
If you enjoy these classes, please share with friends and explore our programs to find out how you can bring mindfulness to your school community. If you'd like to support Mindful Schools and you have the capacity, consider a donation to Mindful Schools. Thank you for your support.

# data[].attributes.attachment_link.title
Free: Online Mindfulness Class for Kids!

# data[].attributes.attachment_link.description
Mindful Schools has created ten free mindfulness classes for kids (as seen on CNN). Join us online - for mindful activities, mindful movement, read-alouds - and let's have fun exploring mindfulness together. Free Online: Mindfulness Class for Kids! Sign up to receive classes and mindfulness resources in your inbox.

# data[].attributes.attachment_link.title
Advancing Social and Emotional Learning - CASEL

# data[].attributes.attachment_link.description
CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

# data[].attributes.attachment_link.description
fit is a health activation program from Sanford Health, developed to empower children and parents to make healthy lifestyle choices that help prevent childhood obesity.

# data[].attributes.attachment_link.description
Our evidence-based curriculum builds emotional resilience through mental fitness

# data[].attributes.attachment_link.description
We all need ongoing coaching and support to integrate our learning, continuing growing as educators, and to chat with likeminded folks about the many challenging (and funny) scenarios that arise during teaching. The LFY Coaching and Community Group, open to our training graduates at any level, is designed to offer you tangible resources to support your career, on-going coaching, and a built in group of colleagues.

# data[].attributes.attachment_link.readable_text
If you're an educator interested in developing students' social and emotional well-being, it can be hard to know where to start. Which social-emotional learning (SEL) program should you choose? Or would it be better to focus on mindfulness? Perhaps you've heard great things about both, and, in the end, don't they just do the same thing?

© Remains

The confusion is especially understandable given that research in both fields suggests some similar outcomes for students: increased academic achievement and well-being, less risky behavior, and better relationships with peers and teachers.

SEL and mindfulness, in fact, are two separate areas-that work great when taught and learned together. Thus, choosing one over the other may not actually be the best choice.

One of us ( Linda) has had a front-row seat in the development of both SEL and the practice of mindfulness in education, as a co-founder of the Collaborative for Academic, Social, and Emotional Learning ( CASEL) and other researched-based SEL and mindfulness programs. With over 40 years of experience, Linda has learned that both SEL and mindfulness may be necessary to truly make a difference in students' lives and in the world.

But how can they be integrated? The answer is that one works from the outside-in-and the other works from the inside-out. When the two come together in the mind of a student, the effect can be powerful.

The difference between SEL and mindfulness

To start, SEL uses an outside-in approach with a focus on teaching skills: a teacher introduces a skill such as recognizing an emotion or using "I" messages, the students practice it for a set amount of time, and then the teacher moves on to the next skill. SEL assumes that this process is enough to enable students to use the skill in all relevant, real-life situations.

Mindfulness, on the other hand, works from the inside out, drawing on the premise that each person has the innate capacity for relationship-building qualities such as empathy and kindness-a premise that research now supports.

By helping students become aware of and then embody the connection between their emotions, thoughts, and bodily sensations, students are better able to regulate their emotions, which then impacts things such as their behavior, stress levels, relationships, and ability to focus. In short, mindfulness practices connect students' inner and outer experiences and help them see the congruence between the two.

Cultivating in tandem

SEL and mindfulness, however, are each limited in their own way. Telling students to use an "I" message when they get angry doesn't guarantee that they will do so when their emotions are running high. And just because someone practices mindfulness doesn't mean they have the skills to resolve conflicts.

The limitation of SEL was really brought home to Linda when a male student who had been taught SEL skills through the Resolving Conflict Creatively Program lost control of himself. The boy had been serving as a conflict mediator in his high school when he heard balloons pop. By the third pop, he had shoved the student who was popping the balloons up against the wall.

The principal called Linda and said, "I don't know what went on here. I know he has these SEL skills. Now I have to suspend him and he'll never be a mediator again." When Linda talked to the student, she found out that at one point in his life he had had a loaded gun shoved into his mouth that thankfully didn't go off. She quickly realized that because balloon popping sounded like gunfire, the student had been emotionally triggered and lashed out.

So, even though this student knew how to mediate conflicts-a standard SEL skill, because his amygdala had "hijacked" him, he wasn't able to access those skills when he really needed them. If this student's training had included mindfulness, he would have been more likely to notice that something was going on in his body when he heard the balloons pop. With this awareness, he could have chosen to regulate his emotions through deep breathing or some other technique and then use the skills he had learned through RCCP.

On the other hand, children who just learn mindfulness without SEL skills may be able to calm their emotions in a difficult situation, but still make wrong choices when it comes to getting along with others. For example, students who are insecurely attached - meaning they haven't experienced a safe, trusting relationship with a main caregiver - might have a belief that, in general, people are not to be trusted; thus, these students may not possess the skills for forming positive relationships with peers and teachers.

Integrating SEL and mindfulness

When SEL and mindfulness are integrated, the five SEL competencies laid out by CASEL have more fertile ground in which to grow and ultimately be embodied by students and adults alike. For example:

Competency 1: Self-awareness Students' self-awareness deepens when enhanced by the mindfulness practices of focusing attention and self-compassion.

Competency 2: Self-management Mindfulness increases students' emotion regulation skills, which enhances their ability to resolve conflict more creatively or to say how they're feeling in an emotionally balanced way.

Competency 3: Social awareness Mindfulness increases students' empathy by helping them to regulate their emotions rather than get emotionally overwhelmed when faced with a difficult situation. As a result, their capacity to notice another person's suffering and respond to it increases.

Competency 4: Relationship skills Mindfulness increases compassion. Thus, when students practice SEL skills such as creating a win-win solution with someone who challenges them, they are doing so with more compassionate understanding.

Competency 5: Decision-making Mindfulness increases cognitive flexibility and creativity, which gives students a wider range of responses to challenging situations.

Being the change in the world

Ultimately, when taught and learned together, mindfulness and SEL have the potential to transform our communities and our world with the former cultivating the tendencies for compassion and ethical ways of living and the latter teaching the skills to make that happen.

Linda saw this potential while working with schools in New Orleans when the city was rated the highest in the country for daily shootings. One day when she was teaching students SEL skills, a siren went off in the school and all the children hid under their desks.

One child said to Linda, "Ma'am, Ma'am, please duck and cover. Please duck and cover." Linda then realized that there was a free-for-all shooting happening outside and that the bullets might come in through the classroom windows. The shock of the situation made Linda wonder if there was truly any value in the skills she was teaching to these children.

Later, she asked this group of fifth grade students, "How many of you have been using these skills?" and they all raised their hands. But then one child said, "You know, it's very sad. We're using these skills, but then we go outside and we see terrible things. I saw someone get killed yesterday." Then Linda asked all the students, "How many of you have ever seen somebody get killed?" Again, every hand went up.

But then another child raised his hand and said, "Wait a minute, I just thought of one thing. I realize that even though those bad kids and bad adults are out there, pretty soon we are going to grow up and we're going to be those adults. And that's where it's going to change. That's how it will change for good."

And that is how it will change for good.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

# data[].attributes.attachment_link.title
How SEL and Mindfulness Can Work Together

# data[].attributes.attachment_link.description
When taught together, social-emotional learning and mindfulness can have even greater impact on both individuals and the world around us.

# data[].attributes.attachment_link.readable_text
"From my nearly twenty years of experience in public education, I've learned that the most effective teachers are the ones who pay attention to all students' needs as they walk through the door, whether academic, health- and wellness-related, or social-emotional. Based on tested strategies, Everyday SEL in Middle School is the 21st-century GPS for addressing students' social-emotional needs, building classroom community, and creating engaged citizens." --Mario R. Rossero, Senior Vice President of Education, The John F. Kennedy Center for the Performing Arts

"This book provides thoughtful and detailed guidance for implementing a successful SEL program. Carla Tantillo Philibert's suggestion to shift the classroom mindset away from compliance and teach students about awareness, regulation, and recognition is an important reminder at all levels of education." --Kiljoong Kim, Policy Analyst, Chapin Hall at the University of Chicago

" Everyday SEL in Middle School is a groundbreaking book for the field of education. Carla Tantillo has a clear understanding of the necessity for a truly interdisciplinary approach to SEL that includes both yoga and mindfulness, making her a visionary leader in the field. Without losing the integrity of the practices, this book offers yoga and mindfulness tools all educators will find highly accessible and easy to implement in their classrooms or the larger school environment." --Iona M. Smith, M.Ed., Kripalu Yoga in the Schools Manager, Kripalu Center for Yoga and Health

"Carla provides both teachers and students with tools critical to achieving academic success and changing life trajectories. She is keenly aware of the challenges that many of our students face living in under-served urban communities. She responds by offering practical strategies for shifting awareness, changing habits of the mind, and transforming classrooms from places that value compliance to places that understand and honor the value of connection." --Natalie C. Neris, Chief of Academic Accountability, Chicago International Charter School

"Providing teachers with real tools to develop self-aware and empowered students and the language to implement intentional and sustainable practices make this book an invaluable resource for beginning and veteran teachers alike. Carla Tantillo Philibert's warmth and passion permeate every page and serve to champion this vital philosophy. The Mindful Practices are both simple and revolutionary and truly guide us to support students in being their most dazzling selves!" -Jill Bounds, Office of Professional Learning, Chicago Public Schools

Carla Tantillo Philibert is the founder of Mindful Practices, one of Chicago's leading school wellness organizations, and oversees a team of 25 dedicated practitioners who empower teachers and students across the nation with wellness and social-emotional learning strategies to create a more effective educational environment.

# data[].attributes.attachment_link.keywords[]
everyday sel in middle school: integrating social-emotional learning and mindfulness into your classroom

# data[].attributes.attachment_link.keywords[]
social skills - study and teaching (middle school)

# data[].attributes.attachment_link.keywords[]
social values - study and teaching (middle school)

# data[].attributes.attachment_link.keywords[]
social skills - study and teaching (middle school)

# data[].attributes.attachment_link.keywords[]
social values - study and teaching (middle school)

# data[].attributes.attachment_link.keywords[]
breathing techniques for students; carla tantillo philibert; everyday sel in middle school; experiential learning; mindful practices model; mindfulness; self-awareness; self-regulation; social awareness; social regulation; yoga for students

# data[].attributes.attachment_link.title
Everyday SEL in Middle School: Integrating Social-Emotional Learning and Mindfulness Into Your Classroom

# data[].attributes.attachment_link.description
Everyday SEL in Middle School: Integrating Social-Emotional Learning and Mindfulness Into Your Classroom [Tantillo Philibert, Carla] on Amazon.com. *FREE* shipping on qualifying offers. Everyday SEL in Middle School: Integrating Social-Emotional Learning and Mindfulness Into Your Classroom

# data[].attributes.attachment_link.readable_text
"Jennings provides a powerful and compelling case for teachers to practice mindful consciousness as it helps teachers analyze their thoughts and emotions before they become actions. The intricate definitions, impactful activities, and clear process for practicing mindfulness are both practical and accessible for any teacher. In fact, it is difficult to read her book without wanting to practice mindfulness."
- Teachers College Record

"For teachers and school personnel wishing to incorporate mindfulness into their lives, this book provides an invaluable resource. . . . Drawing upon her own wealth of experience as a mindfulness practitioner, teacher, and scientist, Jennings has accomplished her own stated intentions in this book by providing a timely and inspiring illustration of how mindfulness practice can be used to reduce teacher stress and suffering, and also how mindfulness has the potential to enhance and transform teacher's ability to educate today's youth."
- Mindfulness

"[Jennings'] careful research on how teachers can employ mindfulness in the classroom is vital to the field. This book . . . can help teachers continually find the spirit of joy and engagement that brought them to teaching in the first place."
-

"Patricia Jennings has topflight expertise in mindful education, and shares it with other teachers in a reader-friendly, useful way. Mindfulness for Teachers offers a suite of practical tools for building a more positive, compassionate classroom―one where teachers do their best and students can shine. This book deserves your full, mindful focus."
- Daniel Goleman, PhD, author of Emotional Intelligence

" Mindfulness for Teachers draws on research, theory, and Patricia Jennings' extensive experience in education to present a very readable set of guidelines for creating a mindful and caring classroom. This impressive book should be required reading for teachers during their training. The ideas here will help any teacher develop a greater awareness and find greater joy and personal fulfillment in teaching."
- Mark T. Greenberg, PhD, Bennett Chair of Prevention Research, Pennsylvania State University

"This book is a wonderful resource for teachers. Patricia Jennings has a real understanding of the challenges teachers face. Utilizing her strong foundation in mindfulness practices, she provides effective exercises and a wealth of information to support educators both inside and outside the classroom."
- Sharon Salzberg, Co-Founder of the Insight Meditation Society and Author of Real Happiness

"This book provides strategies for all educators to use their emotional energy to their advantage. Bringing the myriad of ways that mindfulness is a timeless component of pedagogy to readers' attention, Jennings demonstrates how attuning to their own emotions will allow educators to fully engage as creative professionals with individual students. Mindfulness for Teachers emphasizes that to truly connect with the hearts and minds of our students, teachers must first sustain their own presence and wellness."
- Linda Rosenbury, Middle School Principal, New York City Public Schools

"Jennings blends years of personal practice with classroom experience and research to create a pertinent resource for any teacher wishing to begin or enrich a cultivation of mindfulness. An understanding of the human brain, and its' reactions to stress, are provided as a pathway to guide teachers to build a self-care practice that acts as a model for students and a foundation for classroom wellness. Through refined attention to and mindfulness of daily habits and actions, Jennings illustrates how repeated forms of inquiry can operate as pedagogical techniques for learning."
- Jennifer Dauphinais, Magnet Resource Teacher, Quinnipiac STEM Magnet School, New Haven, CT

"Essential information on a subtle topic, presented with clarity and simplicity, and beautifully written, Patricia Jennings 'gets it' about being a teacher. She has been there, and now she is back with a great story about the enormous value of mindfulness, and she has the evidence to back it up. Teachers, take one of your most valuable possessions―your time―to read this thoughtful and thorough book!"
- Robert L. Selman, PhD, Roy E. Larsen Professor of Human Development and Education and Professor of Psychology in Psychiatry, Harvard University

Mindfulness for Teachers is the result of my over 40 years of personal and professional experience as a teacher, teacher educator, and scientist. It is informed by my deep appreciation for, and commitment to, the teaching profession.

While our educational systems are facing huge problems, I remain optimistic. Challenging situations offer great opportunities for change. We may be poised to be part of a dramatic transformation in education. While there has been a growing recognition that our society needs greater mindfulness and heartfulness, science is showing us how the simple practice of attending to the present moment can change lives. This book applies this new knowledge to the art of teaching. As you read this book, you will learn ways to apply mindful awareness in your daily life to reduce stress and improve your teaching and your students' learning.

# data[].attributes.attachment_link.keywords[]
mindfulness for teachers: simple skills for peace and productivity in the classroom (the norton series on the social neuroscience of education)

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - general

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - general

# data[].attributes.attachment_link.title
Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education)

# data[].attributes.attachment_link.description
Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education) [Jennings, Patricia A., Siegel M.D., Daniel J.] on Amazon.com. *FREE* shipping on qualifying offers.

# data[].attributes.attachment_link.readable_text
Tune in to timely discussions and events on social and emotional learning, including conversations on-demand that you may have missed.

Past Events and Webinars

Virtual Summit On Demand: 2022 SEL Exchange Virtual Summit

November 1 - 30, 2022 at 1:00 pm - 5:00 pm EDT

Did you miss the live virtual summit on October 13? It's not too late! The annual Social and Emotional Learning Exchange Virtual Summit brings education champions together to learn and share insights that advance evidence,...

Access All Past Events and Webinars

# data[].attributes.attachment_link.description
Tune in to timely discussions and events on social and emotional learning, including conversations on-demand that you may have missed. Past Events and Webinars Virtual Summit On Demand: 2022 SEL Exchange Virtual Summit November 1 - 30, 2022 at 1:00 pm - 5:00 pm EDT Did you miss the live virtual summit on October 13?

# data[].attributes.attachment_link.title
SEL 101: What are the core competencies and key settings?

# data[].attributes.attachment_link.title
What is Social and Emotional Learning (SEL)?

# data[].attributes.attachment_link.description
The SEL Integration Approach School Leader and Educator Self-Reflection Tools were created to support both individual and collaborative reflection for educators and school leaders. These tools are intended to be used in conjunction with Transforming Education's SEL Integration Approach.

# data[].attributes.attachment_link.title
Social Emotional Learning: Not Just for Kids | Cult of Pedagogy

# data[].attributes.attachment_link.description
Maybe we don’t need an SEL curriculum or skills block. Maybe all we need is to model the competencies we wish to see in our students every day.

# data[].attributes.attachment_link.readable_text
contributed by Meg Price, the ei experience

Social emotional learning (SEL) by definition is a process for learning life skills, including how to deal with oneself, others and relationships, and work in an effective manner. Although there are many great SEL programs, SEL can also be incorporated into each lesson as a way of teaching for students to really understand how to action the skills in a variety of situations and form positive habits.

All students start school with some level of social and emotional skills and all will develop their social and emotional skills at a different rate. Parents and teachers are both responsible for teaching students life skills and certainly much of what they learn will be by watching our actions.

The 5 strategies below are will not only benefit students SEL but will also be beneficial to teacher's well-being.
5 Strategies For Incorporating Social Emotional Learning Into Your Classroom 1. Mindfulness
Mindfulness is: paying attention, in a particular way, on purpose, in the present moment, non- judgmentally.

We are hearing more and more about the benefits of mindfulness for children. Increased attention leads to better performance academically and increased emotional and social intelligence. Children are better able to learn, to nurture themselves, and to be aware of their emotional needs.

Mindfulness practices helps students pay attention to their breath, body, thoughts, feelings and the world around them. When they can observe their thoughts and feelings they have the freedom to choose how they will speak and act. And this can lead to a happier, more harmonious classroom.

There are many mindfulness activities on the Internet or via apps today. Why not start each lesson with a different mindfulness activity.
2. Clarify that thoughts leads to feelings
Research shows that students who are more resilient are more academically successful. Resilient students bounce back quicker, they are mindful of their thinking, understand their beliefs and importantly are able to challenge their beliefs and thoughts to create more positive outcomes.

This is an important concept because we may not always be able to influence what happens to us but we do have a powerful influence in how we interpret what happens to us and how we deal with it. Many students are unaware that their thoughts play a large role in influencing how they feel. No matter what happens to you, nobody can take this away from you and it is an empowering lesson to teach when ever you hear a student express frustration, anger and other negative emotions. Listen for the emotion, catch the moment and help your student challenge their thinking.
3. Model persistence and determination
A really important aspect of wellbeing and SEL is the ability to accomplish things in life. Many students naturally strive to better themselves in some way, whether they are seeking to master a skill, achieve a valuable goal, or win in some competitive event.

Other students need some coaching in this area. Teaching students each and every lesson that to accomplish things takes effort, patience and perseverance is really important. Praise for effort is critical in this area of SEL. Each student will need to be encouraged to set stretch goals during lessons to feel a sense of accomplishment. By being mindful, and challenging negative thoughts students can be encouraged to dig deep to find the determination to succeed.
4. Listen with empathy
Put another way, listen to be surprised.

Part of SEL is an understanding of the importance of positive relationships. To have these relationships we need to have empathy. Teachers have a wonderful ability to model empathy. Encourage students to listen to others, ask them to listen to be surprised and try to understand how other students might be feeling. What opportunities do you have each class to find ways for students to help each other and learn something new about other people's ideas?

Use the opportunity in class to teach students to ask questions framed to encourage response not encourage defensiveness. For example when John says "Sam, why can't you just follow the instructions"- encourage John to re-frame his question for a better understanding of what Sam is seeking "Sam, can we work through these instruction together to ensure they make sense?
5. Emphasize gratitude
Once again research is showing us that a really important aspect of well-being is gratitude. This research indicates those who regularly express gratitude have more energy and enthusiasm, less stress and better physical wellbeing. There are some very simple ways to increase your experience and expression of gratitude; however, this may require that we train ourselves to think differently. For students this can be done by incorporating some simple exercises into each lesson.

At the end of each class ask students to reflect on the class using these three questions:

- What aspects of this class did you enjoy today?

- Who did you enjoy working with today?

- What areas of this topic would you like to learn more about?

Most importantly above all have fun each and every class; learning should be fun and play is a really important part of SEL!

# data[].attributes.attachment_link.title
5 Strategies For Incorporating Social Emotional Learning Into Your Classroom

# data[].attributes.attachment_link.description
contributed by Meg Price, the ei experience Social emotional learning (SEL) by definition is a process for learning life skills, including how to deal with oneself, others and relationships, and work in an effective manner.

# data[].attributes.attachment_link.description
Not PL Ready/ PL Ready Student success outcomes are based solely on academic standards and do not integrate social emotional competencies and/or social emotional competencies are mentioned, but are...

# data[].attributes.attachment_link.readable_text
Helping students build relationships with each other is a key to creating an optimal learning environment. Stronger bonds mean students will be less likely to be unkind, to exclude others, to call each other names, or to stand by in the face of mean behavior toward a classmate. The safer students feel, the more learning challenges they will embrace and the more collaborative they will be.

One way to build positive relationships in a classroom is by giving students opportunities to get to know each other's talents, interests, and stories. Teachers often emphasize this aspect of community building at the beginning of the school year, but it's just as important to maintain these relationships throughout the school year. After all, people change as they grow and learn. How different are your students now compared to who they were in September? And how well do your students know each other now that they've been together for almost a full school year?

For middle school educators, planning Responsive Advisory Meetings with the purpose of building student-to-student affiliation can help students reconnect with each other. Earlier in the school year, students are in search of meaningful relationships and have a strong need to be with their friends. Throughout the year, reminding students to greet each other by name each day will not only help to build a positive learning community but also address students' need to get to know others and be known by others. By this point in the school year, be mindful of the beginning of cliques, and remember to regularly mix students up in different pairings and groupings.

In addition, later in the school year it's important to pay attention to shifting dynamics within groups and provide guidance as needed. For example, sixth grade student Henry was having an increasingly difficult time connecting with other students. He struggled with physical self-control, and other students were having trouble interacting with him in meaningful ways and were often annoyed and frustrated with him. Joe Tilley, Henry's Advisory teacher and a Responsive Classroom professional development designer, realized that the relationship between Henry and the other students had gradually created a dynamic in the sixth grade classes that did not support their learning community. He decided to plan some Responsive Advisory Meetings around the purpose of building student-to-student affiliation to help all the students reconnect with each other.

Joe planned structured and purposeful ways for the students in his Advisory to get to know each other on a deeper level. Through activities such as Four Corners and Take a Side, Henry's peers learned things about him they hadn't known: that he was good at math, played the clarinet, and had a multicultural family. This new knowledge helped them develop more empathy and appreciation for Henry. In turn, Henry was able to interact with his peers in controlled, structured ways, helping him get to know them better while feeling a sense of significance, belonging, and fun.

Here are a few activity ideas to try as part of your Responsive Advisory Meeting or Morning Meeting that will support students getting to know each other better:

Take a Side
Pose a question that has two possible answers, and designate one side of the room for each answer (for example, "Would you rather eat pizza or burgers?" "Do you prefer language arts or math?"). Have students go to the side of the room that represents their choice. Once the students gather, have them discuss their choice with the other students. After a few rounds, invite a few volunteers to pose the questions.

Four Corners
Pose a question along with four possible answers. ("Where would you rather travel-back in time, to outer space, to another country, or to a special place in the United States?") Designate one corner of the room for each answer. Have students reflect on their choice and then move to the designated corner. Once there, students pair up to discuss why they made the choice and some specifics related to it. One you've done this activity a few times, invite students to draft possible Four Corners questions and use them the next time.

Venn Diagram
Place students in pairs, trying to pair up students who do not know each other well. Give each pair a simple Venn diagram. Students reflect on their differences and similarities and record their thoughts in the Venn diagram. When pairs have finished, gather the group in a circle and have each pair share something they have in common. (Repeat this one often, so students have a chance to try it with a variety of classmates over the course of the year.)

Human Bingo
Prepare a grid with a statement in each of the boxes, such as "likes to read science fiction" or "enjoys cooking." Hand out copies to students and model how to approach a classmate and ask if a statement on the grid is true for them. Be sure to explain that the purpose of the activity is getting to know each other better-not getting the most names. Also, model how to respond according to these rules: each person may only sign a particular box once and each person may sign only one box on another person's grid. Students then mix and mingle, asking classmates about statements on the grid and gathering signatures.

It's not too late in the school year for students to get to know each other better. These relationships are where students learn and practice social skills so that they can collaborate on academic projects, assert themselves respectfully, and have empathy for each other. Middle school students are exploring new aspects of their identities and their emotions are running high. Learning about each other helps them to strengthen their relationships as they navigate the ups and downs of being a young adolescent.

The Responsive Advisory Meeting Book

Tags: Building Classroom Community, Challenging Behaviors, Empathy

# data[].attributes.attachment_link.description
Helping students build relationships with each other is a key to creating an optimal learning environment. Stronger bonds mean students will be less likely to be unkind, to exclude others, to call each other names, or to stand by in the face of mean behavior toward a classmate.

# data[].attributes.attachment_link.readable_text
You're teaching your students a social-emotional learning (SEL) lesson about conflict-resolution , and students are engaging in role plays where they identify how they are feeling and practice working out a conflict. Then they head out to recess, and immediately are fighting over who gets to go first on the swings.

When your students are back in the classroom, you ask them, "I'm wondering why we didn't use our conflict resolution skills we'd just been practicing to solve that problem?"

Blank looks. Shrugs. A student finally offers, "I was just too mad. I couldn't think straight."

For our students to access a sense of calm, in addition to their problem-solving skills, when they are in an argument on the playground, they need to have first practiced finding regulation when their system is more relaxed and at ease.

This is why mindfulness and social-emotional learning (SEL) programs can be a powerful component of your school curriculum and culture.

What is the difference between mindfulness and SEL? And which approach is the best fit for my school?

The terms "mindfulness" and "social-emotional learning" (SEL) are so often used together or interchangeably that the differences between the two, and which approach is most suited to your school's population and existing initiatives, can be left behind. We've offered some clarifications about the practices below to dispel any misunderstandings.

Outside-In versus Inside-Out

What is social-emotional learning? The Collaborative for Academic, Social, and Emotional Learning () defines SEL as a process to acquire and apply the knowledge, skills and attitudes to develop healthy identities, manage emotions, achieve goals, and cultivate empathy, supportive relationships, and responsible decision-making. This " outside-in " approach usually involves instruction from an adult who utilizes a curriculum to help students build skills in recognizing emotions and navigating social interactions with care and compassion.

What is mindfulness? At Mindful Schools, we define mindfulness as being present in the moment here and now, paying attention to our thoughts, bodily sensations, and external environment with kindness, nonjudgment, and curiosity. Mindfulness can be seen as an inside-out approach that teaches strategies and techniques (such as noticing sounds, body sensations, or the breath) to calm the nervous system and bring executive functioning back online. Through this process, studentsbuild a foundation for social-emotional and academic learning to take place.

Mindfulness is a powerful first step

SEL programs sometimes encourage students to "stop" or "calm down" before acting in a stressful situation, but they often don't explicitly teach the skills for this crucial first step. That's where mindfulness comes in. While a mindfulness program also likely involves a formal curriculum, it's taught by an educator who embodies mindfulness and can support students in developing critical skills for self-regulation.

Most adults and children experience levels of stress or dysregulation in their nervous systems throughout the day, whether caused by the minor stressors of daily life, or by more pervasive and persistent trauma such as racism or abuse. When a person is in a state of stress, functioning of critical parts of the brain is inhibited, making it hard to access information (such as the skills learned from an SEL curriculum) in the moment that they are most needed. Mindfulness practices, as taught through the Mindful Schools K-12 Curriculum , empower students to pause and find regulation so they can meet challenging moments with greater skill.

Which approach is best for your school?

The answer is most likely a combination of both. Mindfulness can be an integral part of the school and classroom culture, giving students (and adults!) opportunities to practice simple yet powerful strategies throughout their day. As an addition to an existing SEL program, mindfulness supports educators and students to act in alignment with their best intentions and values.

Nurturing the wellbeing of your school can take time, but it doesn't need to be an overwhelming "to-do" on your list. At Mindful Schools, our approach is to help schools find a solution that is grounded in mindfulness practice, builds on the strengths and values of the community, integrates into existing initiatives, and ultimately, cultivates joy of learning and wellbeing. Read more about our support for schools , and we wish you the best in creating a mindful, heart-centered community!

# data[].attributes.attachment_link.title
What is the Difference Between Mindfulness and Social-Emotional Learning? - Mindful Schools

# data[].attributes.attachment_link.description
I was just too mad. I couldn't think straight. Consider this classroom scenario... You're teaching your students a social-emotional learning (SEL) lesson about conflict-resolution, and students are engaging in role plays where they identify how they are feeling and practice working out a conflict.

# data[].attributes.attachment_link.description
Every day students lives are changed and enhanced with the Pure Edge curriculum. Our BLOG section is a place where we collect stories from our learners, educators, as well as up to date information on how mindfulness research further shows the benefits.

# data[].attributes.attachment_link.readable_text
I Was Doing it All Wrong

I had been teaching conflict resolution to elementary school children in Washington DC for five years when I suddenly realized I was doing it all wrong. My peace classes were engaging and fun, my methods were inspired by some of the best curricula on conflict resolution, and many of the kids that I was teaching actually used the skills I had taught them. It all looked good.

But day after day I would see children, often some of our most vulnerable and troubled students, being sent to the office for fighting at recess. Some of these kids would go straight from my classroom where we had been role-playing how to work out a conflict to the playground where they would get into a fight over who goes first on the swings. When I asked the kids why they didn't use the conflict resolution skills, they usually looked at me blankly and shrugged their shoulders. Occasionally someone would say, "I was just too mad. I couldn't think straight." I was at a loss.

So I went back to the experts. I looked through more books, more curricula to see what was missing. I realized that what I needed to be teaching my kids was how to calm down. But how? The conflict resolution methods I had would sometimes start with this:

But there was no explanation in step 1! How do you calm down? Telling someone who is angry, "Calm down," doesn't work. Telling someone who is angry to take a deep breath doesn't work either. So what could I do?

Then, I Discovered Mindfulness

I was not a meditator back then. I had friends who were and I sort of knew what it was but I was one of those "My mind is too busy to meditate" people. I figured that I wouldn't be able to do it and didn't particularly want to. But the more I read about mindfulness the more I started to think that this was exactly the step that was missing from my conflict resolution lessons.

So I spent a summer learning about mindfulness and starting my own practice. I read all the books and took the Mindful Schools Fundamentals course. I was terrified, but with three whole months of experience under my belt I dove in with my students in the fall semester. This was back in 2011 and mindfulness wasn't quite the buzzword it is now. My colleagues thought I was crazy, and parents had a lot of questions. But the kids loved it.

I Started Using Mindfulness as a Foundation for Conflict Resolution with my Students

We began each of our weekly peace classes with mindfulness practice, and then we'd continue with our social emotional learning lessons about friendships, feelings, including people, listening, empathy, kindness and conflict resolution. After a few months the difference was noticeable. The kids (from first to fifth grade) not only loved the mindfulness practices, but the lessons we learned from mindfulness were deepening all of our other work. The result was most dramatic when we began our unit on Conflict Resolution.

Now, instead of just focusing on how to work things out, we began to focus on how we got into the conflict in the first place. The kids began to feel the anger in their bodies when it was small. They learned how to use breathing to calm the anger. Before we had always talked about the "Conflict Escalator," an idea I learned from the late William Kreidler's book, Teaching Conflict Resolution through Children's Literature. The Conflict Escalator is a way to think about how a conflict can go from being a small problem to a big conflict depending on how we respond to it. Now when we talked about the conflict escalator we could really see why our conflicts were escalating and we could use our breathing skills to help to de-escalate our conflicts. It was magical! We no longer needed to have a refocus room - a room where kids were sent at recess if they were in trouble - because so few kids were fighting at recess. I was amazed.

Although things were so much better, I still felt like something was missing. Even though I was grateful that mindfulness had helped my students recognize and regulate their anger I still didn't understand what was really going on in the moment. Why weren't they able to think when they were angry? Why did we all make such poor choices when we were mad?

Teaching Students About Their Brains

I don't remember exactly when I heard about Dan Siegel but it was a moment that changed my life. I watched a video in which he shows how the amygdala (the part of the brain responsible for watching out for danger and reacting) takes over the brain when we get angry and how it in effect turns off the prefrontal cortex (the part of the brain responsible for thinking and executive function) and it blew my mind. I suddenly remembered those angry, red-faced students telling me that they didn't use their conflict resolution skills when they were angry because they just couldn't think. And now I knew why! They were right. They couldn't think in that moment. Their amygdalas had hijacked their brains in order to protect them and had turned off all memory of my lessons. It all made sense now.

I went back to school the following year armed with what I now believe are the two most powerful conflict resolution tools: mindfulness and neuroscience. Once I was able to teach my students what was happening in their brains when they were angry and how they could take care of their brains with mindful breathing then working out the conflict was a breeze. This little bit of brain science has been incredibly liberating for my students, and for me!

3 Resources For Teaching Mindfulness and Neuroscience to Kids

Book: Rosie's Brain

I was so excited about this information that I wrote a book about it. I looked everywhere for a fun storybook to help me teach my younger students about what happened in their brains when they were angry but surprisingly it hadn't been written yet. So I wrote Rosie's Brain, a story about a little girl who wants to play with her friend but has to go to her piano lesson instead. She gets angry and yells at her mom who sends her to her room to calm down. Up in her room she meets her amygdala (Amy), her hippocampus (Miss Pickles) and her prefrontal cortex (PFC). Together they explain to her what is happening in her brain and how she can use her mindfulness skills to help her calm down. I think my students love this book because it demystifies anger and helps them to see that it is a normal, biological process that we can have some control over. I've heard from many parents who also love the story because this information is just as liberating for adults.

One day a new boy came into my classroom. He was a fifth grader who had just moved to DC. He was big and angry and really not happy with his new situation. Every time I saw him he looked miserable. Usually he would come into my classroom and sit in the back with his hood up over his face. One especially grim day he came in and lay face down on the rug, his head covered by his hood. I was at a loss so I slipped a copy of Rosie's Brain under his hood. It sat there for a while but to my surprise after a while I realized that he was reading it. After class he came up to me and said, "Ms. Ryden, I don't think I have a prefrontal cortex. I'm all amygdala." He looked so sad. We had a great talk about about his brain and his feelings and I think he left feeling much better about himself. The next time he came to class he sat in the front and even smiled. Understanding your own brain and how to take care of it with mindfulness is transformational. I see it every day.

Music: JusTme

If you are inspired to teach neuroscience to your kids a great way to start is with my friend, JusTme. JusTme is a mindfulness teacher, a hip hop artist and a magical person. His song, "Don't Flip Yo Lid" is my students' all-time number one favorite song. We have learned every word and even performed it for JusTme when he came to visit our school. Watch this video to see the power of this song and this knowledge for kids:

Classroom Activity: Acting Out Conflicts

In my peace classes we put all of this information together to learn how to work out conflicts. We learn how to notice when our conflicts are escalating "going up the Conflict Escalator" and notice when we are getting angry and take deep breaths. Here is a video of some of my students acting out a skit that shows the connection between mindfulness and conflict resolution:

I can say without a doubt that the lessons that my students are learning in peace class are changing their lives. I see it in action every day. Kids tell me all the time how they were flipping their lids during a test or a baseball game or a conflict on the playground and how they were able to use their mindful breathing skills to help them to calm down. Imagine what our world could be like if all children were taught to understand their own brains, regulate their own emotions and work out conflicts peacefully. It has never been more important to prepare our children to create a more peaceful world.

"Unless someone like you cares a whole awful lot, nothing is going to get better, it's not." - Dr. Seuss

Linda Ryden is a Mindful Schools graduate and the creator of the Peace of Mind Program, a cutting-edge combination of mindfulness, conflict resolution, and social-emotional learning. Linda is the author of the Peace of Mind Curriculum Series and is the full-time Peace Teacher at Lafayette Elementary School, a public school in Washington, DC, where she teaches Peace classes to more than 600 children every week. Linda is the author of four children's books including Rosie's Brain, Henry is Kind, and the forthcoming Sergio Sees the Good, and Tyaja Uses the THiNK Test. Linda brings a passion for teaching peace and over 25 years of teaching experience to her work with children and adults.

# data[].attributes.attachment_link.title
Two Powerful Conflict Resolution Tools: Mindfulness and Neuroscience - Mindful Schools

# data[].attributes.attachment_link.description
I Was Doing it All Wrong I had been teaching conflict resolution to elementary school children in Washington DC for five years when I suddenly realized I was doing it all wrong.

# data[].attributes.attachment_link.readable_text
"If you could do one thing that will help you, not only be a better teacher, but also a better parent, sibling, son, daughter, husband, wife, friend, a better human, wouldn't you do it? Breathe For Change is that thing. Take some time for yourself to learn, to grow, to be inspired, to inspire.... Better education begins with better teachers... and the best teachers aren't jaded, burnt out, exhausted. The best teachers are passionate, exhilarated, and joyful... Breathe For Change will help you get back in touch with the amazing teacher in you.

- Serena | Assistant Principal, NYC DOE

# data[].attributes.attachment_link.description
Breathe For Change offers trainings and professional development on yoga, social-emotional learning, and mindfulness for educators, schools, and families. Our digital trainings empower educators to enhance their own well-being and become equipped with the skills to enhance the physical and social-em

# data[].attributes.attachment_link.readable_text
Does your child have trouble listening and following directions? Does your child get upset when given challenging schoolwork? Does your child have trouble making friends? If so, your child may need help building social emotional skills.

Social and emotional learning (SEL) is how children learn to understand and manage their emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions. These skills are based on five strategies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Buffalo County Community Partners Behavioral Health Coordinator, Tana Miller, says, "Social emotional development is giving children the skills they need to learn how to listen, pay attention, manage their emotions, and get along with others. The skills we teach them today, will help children thrive in the future."

Research shows that SEL makes a difference in your child's success in school, work, and life. Children who have strong SEL competence are 50% more likely to graduate from high school and have a full-time job by the age of 25. They are also twice as likely to earn a college degree. Research also suggests that children with strong SEL skills have more friends, feel connected to school, and want to do well. Through participating in SEL, students learn the skills to succeed in every facet in school and the rest of their lives.

Within the school, occupational therapy (OT) practitioners are an important resource for school faculty and students. OT practitioners focus their treatment sessions on education, play, leisure, common activities done throughout the day such as eating, dressing, and toileting, and sleep. OT practitioners give teachers and staff the tools and knowledge that can help with reducing challenging behaviors and promote social emotional development within the classroom. They can also help your child develop the skills to:

Develop positive relationships

Resist inappropriate social pressure

Understand social expectations and manners during different situations

Participate in social groups

Maintain academic performance during frustrations

Self-regulation techniques to control emotions

Social and emotional learning are critical skills needed to help your child thrive in both the classroom and in life. Reach out to your school or an occupational therapy practitioner for more tips and ideas on how you can promote stronger social emotional learning skills in your child.
Written By: Maggie Lesiak, Behavioral Health Coordinator Assistant at Community Partners. Maggie is finishing up her degree at Central Community College to become an Occupational Therapy Assistant. She would like to practice occupational therapy in the pediatric or school setting so she can make an impact on the kids in her community by helping them live their life to their fullest potential.

# data[].attributes.attachment_link.title
The Importance of Social Emotional Learning in Children

# data[].attributes.attachment_link.description
Does your child have trouble listening and following directions? Does your child get upset when given challenging schoolwork? Does your child have trouble making friends? If so, your child may need help building social emotional skills. Social and emotional learning (SEL) is how children learn to understand and manage their emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions.

# data[].attributes.attachment_link.readable_text
Today I am excited to team up with the lovely Leonie MacDonald of Relax Kids Canberra to bring you part four of the Managing Big Emotions printable poster series (you can find all of the other posters in the series in our Feelings & Emotions resource collection) - this newest addition is a simple breathing exercise that is super awesome for kids as it can be performed discretely and literally used anywhere.

When we are stressed or upset nature's 'fight or flight' response takes over - increasing our heart rate, making our breathing fast and shallow, and sending blood from our brain out to our limbs ready to escape or challenge the perceived threat or danger. While stress hormones are flooding our bodies and we are gripped by this programmed response it is very hard to slow down, become calm, express our feelings or think rationally about what is happening to us and how we are responding. Our thought processes and self-control are actually hindered by our biological stress response.

When stressed, children may experience an additional layer of fear or distress as they feel out of control and overwhelmed, not understanding what is happening to them or why. As adults, we are more aware of our feelings and of the physiological changes that come with these, but even we may have a hard time managing our own behaviour.

This Take 5 Breathing Exercise is a wonderful way to switch off the stress response. It brings the body back into balance, slowing and deepening the breath and slowing down the heart rate, while harnessing the need to move with an action that requires focus and provides sensory feedback to our brains. Best of all, Take 5 Breathing is simple, enjoyable, free, and you can use it anywhere, anytime.

Be sure to also check out our brand new Social Emotional Learning Journal - perfect for encouraging students to creatively explore a wide range of emotions; and develop emotional awareness and relationship building skills.

What is Take 5 Breathing?
During take 5 breathing, children concentrate on taking five slow breaths in through their nose and out through their mouths. Children may need to practice this first as they may be mouth breathing. If you notice that your child finds breathing through their nose a challenge, invite them to imagine they are smelling a beautiful flower or their favourite food as they breathe in, and then to breathe out with a big sigh. (Breathing in and smelling a beautiful smell and breathing out with a sigh because it smelt so good.) At the same time as breathing, children will focus on the action of tracing up and down the fingers of one hand and the gentle sensations this creates. Here is how it works:

Five Steps to Feeling Calm (use this as a guide to teach your child)

1. Spread your hand and stretch your fingers out like a star. You can choose your left hand or your right hand. Pretend the pointer finger of your other hand is a pencil and imagine you are going to trace around the outline of your hand and fingers.

2. Start at the bottom of your thumb and slide your finger up your thumb, pause at the top, and then slide your finger down the other side. Now slide your pointer up your second finger, pause, and slide down the other side. Continue tracing your fingers up, pause, and down. Slide your finger slowly, watch your finger move and notice how it feels. Keep going until you have finished tracing your fifth finger (pinky).

3. Now you are ready to add some breathing. Breathe in through your nose and breathe out through your mouth. Remember to keep it slow and steady.

4. Place your pointer finger at the bottom of your thumb, and breathe in as you slide up. Breathe out as you slide down. Breathe in as you slide up your second finger, and breathe out as you slide down. Keep going until you have finished tracing your fingers and you have taken five slow breaths.

5. How does your body feel now? Do you feel calm or would you like to take another five?

Most children find the sensory aspect of this breathing method very soothing and settling. You can see a demonstration of the technique here:

If your child dislikes the sensation of sliding their finger up and down their hand try one of these adaptations;

Trace an outline of their hand on a piece of card and they can trace their finger along the outline. You can create a textured outline or cut out the shape if this works better.

An alternative that involves no touching is to stretch their fingers out like candles on a cake and slowly blow each candle out and tuck the finger into the palm.

Practising Take 5 Breathing
The best time to practise the Take 5 Breathing Exercise, or any calm down method, is when everyone is happy and no one feels stressed. Children find it hard to learn or use these techniques when they are already overwhelmed by big feelings (so do adults!) and it is important that we don't force, push or demand that children use a calm down method. The last thing our children need is pressure to succeed at relaxing! Letting a poster or picture act as a reminder rather than verbally telling our children what to do when they are feeling overcome with emotion and stress can be more effective.

Helping Your Children Process Their Emotions Once They Are Calm
While Take 5 Breathing addresses the stress response, our children need to know that their big feelings are important and we do want to hear what is going on for them. There is a difference clamping up and shutting our feelings away and calming down so that we can talk about our feelings and express them in a safe way. If children feel angry, hurt or worried, their feelings will probably still be there once they have calmed down. That makes it the perfect time to connect, reassure and listen to your children.

How To Print Your Take 5 Breathing Exercise Poster

Click here to download: Take 5 Breathing Exercise for Kids. Save the PDF to your computer. Open the PDF and print the page you require. When printing, select "Fit to printable area" (or similar) to ensure the page fits with your printer type and local paper size (this has been created at A4 size). I suggest printing onto card stock or matte photo paper. Laminate the printed poster for durability.

Having trouble accessing or downloading the file? Please try a different internet browser.
Please note: All Childhood 101 printables are for personal use only, you may not use any part of this content for commercial purposes-that includes selling the document, giving it away to promote your business or website, or printing the file to sell. You may not share, loan or redistribute these documents. Teachers may use multiple copies for students in their own classroom.

About Leonie: Leonie MacDonald is a qualified primary teacher, a Relax Kids coach and mother of two boys aged 9 and 6. She lives with her family in Canberra. Leonie loves cooking, growing her own food with occasional success, knitting, craft, making gifts, reading and meditation.

While mothering a sensitive, easily over stimulated and overwhelmed toddler, Leonie realised that the same relaxation and meditation techniques she had learnt in pregnancy could help children to cope with stress and unwind. So she began to create her own simple bedtime meditations and massage to help her children fall asleep. During this time Leonie discovered Relax Kids products and began to use these to bring calm into her home. Massage and meditation helped Leonie to gently wean both her children and continues to help them to relax and unwind. Connect with Leonie via the Relax Kids Canberra Facebook page.

If you haven't yet, print each of the first three posters in the series by clicking on each image below

Christie Burnett is an early childhood teacher, presenter, writer and the editor of Childhood 101. More importantly, she is a Mum who believes wholeheartedly in the value of children learning through play, the importance of quality early education, and the togetherness of family.

# data[].attributes.attachment_link.title
Take 5 Breathing Exercise for Kids: Learn to Manage Big Emotions

# data[].attributes.attachment_link.description
Today I am excited to team up with the lovely Leonie MacDonald of Relax Kids Canberra to bring you part four of the Managing Big Emotions printable poster series (you can find all of the other posters in the series in our Feelings & Emotions resource collection) - this newest addition is a simple breathing exercise that is super awesome for kids as it can be performed discretely and literally used anywhere.

# data[].attributes.attachment_link.readable_text
Resilience is the ability to overcome serious stress or difficulty, and bounce back stronger than ever. In this series, Connecticut Children's pediatric experts share keys to resilience.
Just like adults, it's easy for kids to get lost in troubling thoughts, and overwhelmed by the physical sensations that accompany stress.

But kids can learn to calm themselves by focusing on what's happening right now in their body, breath and surroundings - aka, mindfulness. Mindfulness helps focus and soothe a worried mind, and makes it easier for kids to control how they react to stress long-term. It's an important key to resilience.

To share mindfulness and relaxation exercises for kids, pediatric integrative medicine specialist Ana Maria Verissimo, MD, MA, joins the blog.
Sign up for our newsletter.
Deep breathing
1. Belly breathing

Have your child lay on the floor and put one hand on their stomach. For younger kids, find a favorite stuffed animal to place on their belly, and ask them to take their stuffed animal "for a ride."

Slowly breathe in, and notice how the stomach expands like a balloon.

Slowly breathe out, and notice how the stomach deflates.

Practice standing up with one hand on the stomach and one hand on the chest. Can your child take deep breaths that move just their belly, not their chest?

> Related: 10 Quick Tips to Help Your Child Reset From Stress 2. "Flower and Bubbles"

Have your child imagine that they have a flower in one hand and a bubble wand in the other. (You can use actual bubbles or a pinwheel, too!)

Smell the flower: Breathe in slowly and deeply through the nose.

Blow bubbles: Breathe out slowly through the mouth.

Repeat three to five times.

3. "Bunny Breathing"

Have your child pretend they are a bunny; they can even kneel with their hands drawn up and their chin tucked down.

Twitch the nose to get ready for breathing!

Take several short, quick "sniffs" in through the nose.

Exhale in one long, smooth breath.

Repeat!

> Connecticut Children's Office for Community Child Health is committed to building resilience in children and families so they can be better positioned to thrive in challenging times. Learn more about our community-oriented work.
The five senses
4. The "54321" technique
This exercise is great to help kids be present in their bodies and space. Have your child find, or describe:

5 objects they can see right now.

4 objects they can feel or touch right now.

3 things they can hear right now.

2 things they can smell right now.

1 thing they can taste right now.

5. Mindful baking
Put on soothing music and lead your child through baking or cooking something simple, like cookies or a pizza.

Have your child count out quantities, and show them how to carefully measure ingredients.

Point out the tactile sensation of kneading or rolling out dough. (This is especially great for kids who are working on fine motor skills, including kids with special needs.)

Savor the aroma of baking, and the taste of the delicious results.

You can even turn it into an opportunity for compassion (a focus of many mindful practices): Make an extra batch to drop off with an isolated neighbor, or to set out with a thank-you note for a delivery person.

6. Nature walk
If you have access to someplace green, take your child for a walk in nature.

What do you hear?

What do you see that's growing?

Touch the rough bark of a tree trunk, or collect acorns or leaves. How does it feel?

Rub a pine needle. How does it smell?

Return regularly, and observe the small and big changes - what new sounds can you hear; what new green things are growing? Bring in the lesson that change is always happening, and that the earth continues its cycle, no matter what is going on in our lives.

> Related: Outdoor Activities and Cold Weather Tips for Kids 7. "Making Lemonade"
Muscles and movement
8. "The Big Squeeze"

Have your child imagine that they are standing beneath a lemon tree.

Pick lemons: Stretch both hands in the air and grab imaginary lemons.

Squeeze the juice: Make tight fists and squeeze hard.

Take a break: Throw the lemons on the ground and relax the hands.

Repeat until you have enough juice for a glass of lemonade.

Relax: After the last squeeze and throw, shake out those hands!

9-12: Mindful movement

Starting with their toes, coach your child to pick one muscle and squeeze it tightly.

Count to five, then release.

Pay attention to how the body feels.

Repeat by moving up the body and squeezing different muscles, one at a time.

Have your child try moving like different animals, like a kangaroo, snake or penguin. How does their body feel different with each animal?

Gently trace their palm with a finger and ask what they feel.

Have them rub their hands together quickly for a minute, then stop and notice how their hands feel.

While walking, ask your child to describe how the ground feels beneath their feet. How does it change with each step?

Recommended resources

Yoga 4 Classrooms Card Deck by Lisa Flynn: Yoga and mindfulness activity cards to help kids slow down, unwind and manage their emotions

"Sitting Still Like a Frog" by Eline Snel: Activity book and CD with mindfulness activities for kids (and their parents)

"Breathe Like a Bear" by Kira Willey: A children's book with 30 mindful movements to help kids be calm, focused and imaginative

The work of Lynn Lyons: YouTube videos and other resources for helping children with anxiety

Be like spaghetti.

To help kids understand what we mean by "resilient," I often talk about spaghetti. When it's not cooked, it's rigid: Try to bend it and it breaks. But when it's cooked, it bends (and it's delicious). We want to be able to bend in tough times - so even if we're sad that we can't see our grandparents or stressed about a big homework assignment, we can think to ourselves, "This won't break me."
Read the next article in the series >
How do we build resilience? Practice. By putting in the effort - which includes developing mindfulness, and these other keys to resilience - we can be like spaghetti.

You might also like:

# data[].attributes.attachment_link.title
Is Your Child Feeling Anxious? Try "Flower and Bubbles"

# data[].attributes.attachment_link.description
Pediatric integrative medicine specialist Ana Maria Verissimo, MD shares simple exercises to help children feel less stressed and anxious.

# data[].attributes.attachment_link.readable_text
Social-emotional learning (SEL) is an essential part of child development. Elementary school students not only need to learn academic content, but they also need to learn social-emotional skills, like managing their own emotions, developing positive relationships, problem solving, and learning how to be part of a community.

Research shows that providing opportunities for social-emotional learning is essential to educating the whole child. SEL competencies support academic performance and are strongly linked to well-being and mental health and wellness.

As educators and school leaders, we have the opportunity to bring SEL skills into our schools and classrooms every day. Lessons and activities that strengthen students' social and emotional development can provide a strong foundation for academic success.

These activities don't have to take a lot of time or planning in order to have a huge impact on your students. Below, you'll find six low-lift strategies from leading SEL program providers you can use throughout the school day to help your students develop each of CASEL's five core competencies of SEL:

1. Box Breathing (Self Awareness, Self Management)

2. I Have, I Am, I Can (Self Awareness, Self Management)

3. Behavior Challenge (Social Awareness, Relationship Skills)

4. Support Systems (Self Awareness, Relationship Skills)

5. Super Star Icebreaker (Social Awareness, Relationship Skills)

Pro Tip: Through Panorama's Playbook, educators can access research-backed lesson plans and interventions from leading social-emotional learning program providers such as Everyday Speech, The Rooted School, Give Thx, Edumotion, Better Kids, Playworks, and many others!

1. Box Breathing

Courtesy of Everyday Speech
Overview: This activity guides students through the process of Box Breathing, a technique where students draw a box shape into the palm of their hand with their finger to guide their slowed breathing and calm their nervous systems. Box Breathing is a great tool for elementary students because no equipment is needed! Encourage students to use this self-regulation technique independently when experiencing emotional distress.

Instructions for Implementation:

Teachers will play this video which fully demonstrates and teaches box breathing for their class. Teachers follow the actions in the video to model for and assist any beginning students who require support.

Box Breathing regulates the autonomic nervous system. In fight-or-flight mode, our heart rate and body temperature rise. Controlled, deep breathing returns us to a calm state, allowing clarity in rational thoughts and the ability to sort through feelings. You can use Box Breathing as an introduction to mindfulness practice for elementary students.
Click here to play the Box Breathing Practice video.

Courtesy of The Rooted School

Pro Tip: Introduce Box Breathing during a morning meeting, or use it as a brain break between instructional time.

2. I have, I am, I can

Overview: Taking time to strengthen resilience skills can help you bounce back from the daily adversity and challenges in and out of the classroom. The work of psychologist Edith Grotberg, Ph.D. inspires this mindfulness activity, which focuses on three resiliency points: I Have, I Can, I Am. This activity's growth-mindset focus reminds students that they can manage their feelings through mindset-shifts and identify skills to confront challenges.

Instructions for Implementation:

Prep: Download the facilitator guide and worksheet for I Have, I Am, I Can .

Framing: When the going gets tough, and you feel like giving up, it's important to remember that your situations and struggles are not what's important. What really matters is who you have around you, who you are on the inside, and what you can do for your community. Think of three things for each section and write or draw them.

Examples:
Courtesy of Give Thx

I HAVE:

People around me who support me no matter what.

People who set limits for me, so I know when to stop before there is trouble.

People who show me how to do things the right way by the way they do things.

People who want me to learn how to do things on my own.

I AM:

A person people can like or love.

A person who likes to do nice things for others.

Respectful of myself and others.

Willing to be responsible for my actions.

I CAN:

Talk to others about the things that frighten or bother me.

Find ways to solve problems that I face.

Find someone who can help me when I need help.

Control myself when I feel like doing something not right or dangerous.

3. Behavior Challenge

Overview: Students and staff decide on a specific social behavior, value, or social-emotional competency to focus on reinforcing. They set a goal of recognizing the behavior a specific number of times using thank you notes to strengthen their class or school climate, and develop healthy relationships with their classmates.

Instructions for Implementation:

1. Prep: Download the Facilitation Guide for "Behavior Challenge."

2. Directions: (2 min) Set the challenge time period (i.e. 1 week) and class total goal (i.e. 100 acts of kindness thanked). Remind students of the behavior they will recognize another for. Review its agreed upon definition and an example before starting. You can use this slide deck to introduce the activity.

3. Thx Notes: (2 min) Students write a thx note to someone recognizing the specific behavior. Teacher monitors the notes and/or also writes notes to students.

4. Modeling: (2 min) Pick examples from 'Thx Activity' to help students understand strong note examples and accurate behavior recognition.

5. Tips:

Courtesy of BetterKids

Teaching a behavior first makes this most effective.

This is a great way to expand what students thank others for

Consider creating a poster with what the behavior looks and sounds like in action.

Build on these behaviors and refresh students throughout the school year.

4. Support Systems

Overview: During times of uncertainty, it is important to identify who we feel most supported by. Looking at the essential parts of a flower can be a tangible way for kids to identify their support systems. This activity will help kids think about who those supporters are and how they help them grow. We feel more confident about managing our emotions when we feel supported by positive relationships. Relating growth and emotions to tangible things can be helpful for kids to understand their own growth better.

Instructions for Implementation:
Courtesy of Playworks
The teacher will use the worksheet to guide the students in identifying their support system. The teacher will explain how each part of the flower represents someone in the child's support system. The teacher can use this worksheet as a discussion for how each child feels supported by those in their support system.

5. Superstar Ice Breaker Game

Overview: This simple, quick game helps students explore and deepen relationships. Icebreaker games promote respect, encourage playfulness, promote inclusion, and build community. Participation in these ice breakers also helps students feel more comfortable engaging in further games and activities, and are a great tool for new groups of students at the start of the year.

Instructions for Implementation:

1. Explain the purpose of the game and the rules. Demonstrate together with another student what to do (find a commonality not previously known and not visibly apparent).Prep: Watch the below overview video explaining how to facilitate "Superstar."

2. Practice: Announcing the practice round, watch for how students are pairing together. Are they partnering with a student they know less well? What are the topics they are sharing? Do they need help thinking through more examples?

Pause the practice round after several minutes and reflect on examples that the students are offering.
To encourage new connections, consider having students pick a new partner each round.

3. Play: Play the game for real!

4. Post-Game: Conclude with some reflection questions, such as: how many of you found somebody who also likes ___? Was there something you discovered that you have in common with one partner but not another?

Further Resources:

Leading SEL Curriculum Providers: Want more information on school programs? Learn more about curriculum for elementary, middle, and high schools and how you can bring them into your school district.

Trauma-Informed SEL: Learn more about supporting the whole child and how SEL can help students recover after traumatic and distressing events.

More SEL Interventions: Want more activities? Check out these strategies that can be used in the classroom or as part of a school-wide program.

Download the Panorama Social-Emotional Learning Assessment with topics and questions for students in grades 3-5.

# data[].attributes.attachment_link.title
SEL for Elementary Schoolers: 5 Everyday Activities for Your Classroom

# data[].attributes.attachment_link.description
Social-emotional learning (SEL) is an essential part of child development. Elementary school students not only need to learn academic content, but they also need to learn social-emotional skills, like managing their own emotions, developing positive relationships, problem solving, and learning how to be part of a community.

# data[].attributes.attachment_link.title
Panorama Education | Supporting Student Success

# data[].attributes.attachment_link.description
Panorama Education helps educators act on data to improve student outcomes in social-emotional learning, school climate, family engagement, MTSS & more.