# data[].attributes.body
I teach 4th grade. In my class we have a daily morning circle. We check in, children share how they are feeling and we discuss a would you rather quesiton. We also have problem solving circles where we use a talking piece, adhere to group norms and work on issues we have identified as needs as a class. The school counselor often joins us for these weekly social skills sessions. Students also have the opportunity to join a lunch bunch with our school counselor.

In addition to social skills instruction and support, I also include flexible seating, instruction on executive functions, mindfulness and growth mindset. Kids have access to a quiet corner, breaks, fidgets, lap blankets, and I use lighting and music throughout the day to provide a calming environment. I use collaborative problem solving to help my students work through struggles.

Our district uses the Strong Kids program and PBIS. I help on the PBIS team for my school.

# data[].attributes.body
As a second grade teacher, I provide a safe and nurturing environment where my students feel safe to take risks and express themselves freely while being respectful of their peers. Our morning meetings consist of various mini-lessons to help students navigate their social emotional well-being. These lessons may include strategies to identify and regulate emotions, displaying expected behaviors and recognizing how behaviors affect how people feel about you, and individual triggers. During this time, we also discuss class topics or issues that may present themselves. We discuss how to handle these real-life situations through role playing different scenarios. At the end of each morning meeting, students provide a quick check-in as to how they are feeling that day and if they are ready to learn. Then, I lead a breathing exercise to help all students refocus and get ready for the day. Currently, my school has not adopted a specific SEL curriculum.

# data[].attributes.body
As a 2nd grade teacher, the most important thing I do in my classroom is to foster a safe space and make children feel comfortable coming to school. I want them to have a space they like coming in and feel like our classroom is like a family, where we can have fun while learning. Something I do every day is "mindful moment" after lunch. This is for about 10 minutes every day where I play calming videos and the expectation is to do something quiet. The only rule is no talking and there is no chromebooks allowed. Students can read, color, watch the videos, put their head down, etc. I find it helps them just as much as it helps me. I also have a calm down corner filled with fidgets and calming strategies. Of course we also do breaks throughout the day from go noodle that are helpful as a reset. These are things I have done or paid for myself.

While my district is great in a lot of senses, I am newer to the district and still trying to find out resources. This is my 2nd year in the district and I am utilizing resources as much as I can, but often feel it is never enough. I have found our guidance counselors are good, but seem spread really thin. I wish there were more people to help with these students when there are times I need more support and people are not available or they have bigger problems they are dealing with. I understand some students may not seem like they are a top priority, but I still wish they could be addressed more and helped more since I am alone all day in the classroom and need more support.

# data[].attributes.body
The biggest thing I do to promote SEL is collection development. The library collection is a resource for everyone. I focus on not only the personal needs of students but also the academic needs of teachers, tutors, counselors and administrators. I also make the collection available to parents. Parents often ask for books related to social issues facing their children. I keep all of those stakeholders in mind when making purchases.

Our district recently implemented Wayfinder district wide. I am glad the district adopted a curriculum that is prek-12. Hopefully the program will be successful since it goes all the way from foundational skills in the lower grades to purpose driven lessons at the high school level. Hopefully the curriculum will be in place long enough to see tangible results.

# data[].attributes.body
Hi Everyone,

I teach 2nd Grade and have found that the most important thing is setting my students up for success at the beginning of the year by creating a safe and welcoming learning environment.  One way I do this is by having daily community circles.  Another way to incorporate SEL skills is by using mindfulness techniques.  At the beginning of the year we read the book Alphabreaths and practice a new breathing technique each day.  I’ve also found great meditation guides and mindful breathing on GoNoodle that my kids love!  I make sure that students have a space in my room where they can take a minute to reset.  In this area there are fidgets, weighted lap dogs, finger mazes and a timer (sand and water, not digital). One last thing that I incorporate into my practice is read-alouds. Our PTO has done a great job of providing us with books that we have asked for that teach specific competencies.

Our school uses the Strong Kids program and we have developed a strong PBIS program.  Our school mascot is the Husky so we have incorporated this into daily routines as well.  In second grade we have a Husky of the Week.  Throughout the week this student is given different responsibilities and on Friday each classmate writes a letter to the Husky.  It is something all students look forward to being as they love to receive kind notes from their friends.  We also have developed a school wide brain break called the “Husky Hike”.  Throughout the building there are photos of Huskies that students must find.  They are tasked with finding 6 husky paws around the building.  We also add to this throughout the year by posting letters so students have to unscramble a word (Husky, Friends, Kind, Care etc.).

Our school counselor is amazing!  She always makes herself available and offers a lunch bunch for students to participate in.

# data[].attributes.body
As a 7th and 8th grade library media specialist, I provide a space for students when they are needing a space to work, away from others and/or a place to sit with their feelings---I have fidgets, coloring pages, journaling paper and nice pens for students to write or draw their thoughts and feelings. I have a bibliotherapy book collection of titles that specifically address difficult topics, allowing students to relate, learn, and grow from seeing they are not alone in having to deal with challenges and seeing how others handle similar situations. I do a five minute check-in at the start of every lesson to see how students are feeling and if they feel ready to learn---also we talk about things we can do to get in a mindset to learn. Our district has been fortuante to have some SEL PD provided in-house by our school councilors, which covered the CASEL standards and ways to integrate them regularly.

# data[].attributes.body
One of the simplest but most effective ways I incorporate SEL into my fourth-grade classroom is through a daily 10-minute “mental health hit” that follows a consistent weekly routine. We start with Mindset Monday, where we talk about positive thinking and growth mindset. Tranquil Tuesday includes short yoga or breathing exercises to help students regulate their emotions. On What Would You Do Wednesday, I present real-life social scenarios, and we discuss possible ways to respond. Thankful Thursday is for practicing gratitude, and on Feel-Good Friday, one student receives compliments from their peers, which we then send home to families to encourage positive home-school communication. Although my school hasn’t purchased a specific SEL curriculum for fourth grade, our guidance counselor pushes into the classroom weekly. We co-teach lessons based on real-time issues we observe, such as inclusion, bullying, or teasing. This makes our SEL instruction feel authentic and responsive, rather than scripted. I find this approach builds community and supports emotional growth in a natural, consistent way.

# data[].attributes.body
Hello, I teach at an integrated preschool, and one of the ways we support social-emotional learning (SEL) is by utilizing the CASEL framework in our curriculum. We also have a counselor who visits our class once a week to present a lesson, which we then incorporate into our weekly activities. We include a variety of books and videos that help students navigate their feelings. Each day begins with our daily affirmations, followed by discussions about our emotions. Additionally, we have a designated area in the classroom where students can go to use various tools when they need a moment to regroup..

# data[].attributes.body
Hi! I teach Kindergarten in a pre k to 8th grade school. My school has an SEL class that kids in pre k to grade 3 go to once a week for 40 minutes. It’s great and my class loves going each week. Our school councilor is also a great resource.

In the classroom, I incorporate SEL through read aloud stories. I have SEL books in my classroom library. During morning meeting, we will talk about feelings and expressing ourselves. If my students are having a tough time they can take a break with a calming toy. We will then have conversations about what I can do to help them.

# data[].attributes.body
I am a teacher in a substantially separate classroom for students with complex communication needs. The most important and simple thing I do with students is regularly and explicitly label and model feelings. We have several songs we listen to about feelings, multiple visuals we use to represent feelings, and strategies that I connect to feelings and model using myself (I have lots of opportunities to model the feeling of frustrated when the projector is not working and taking a deep breath to calm my body). Students are in various stages of being able to identify their emotions and I try to support them developing the skill by giving possible feelings, "I see you are frowning, you might be feeling sad, you might be feeling frustrated, I wonder what you are feeling". I also model feeling statements using students communication devices and other visual communication supports.

# data[].attributes.body
Hello,

As a high school teacher, the most important thing that I can do to help students in the area of SEL is to create and environment that is safe and welcoming for all students. At the beginning of class each week I will set aside time for any of the students to share what has been going on with them. I try to encourage all students to utilize their "voice" and recognize that they all have something worthy to say. We often work in groups and I will choose the groups at random so that the students will be with other students that they may not know. We talk about how we act in these settings and what are the expectations for talking and listening. The hope is that over time the students meet each other and recognize that there are other students just like them and they can learn from and help each other in their journey through Physics class. These are skills that will be needed throughout life as well.

This year my school has focused on the "One Trusted Adult" for our professional development. The main tenets of this program is that all students should be able to find one adult in the building who they can go to for guidance, advice, or when they just need help. This person can help the student recognize when they need to be better engaged in class, can celebrate their successes, and support them in their failures. This is a major boost to the students SEL if they know that there are people who will support them in the building and they are not in it alone.

# data[].attributes.body
I’m a First Grade teacher and teaching SEL strategies, skills and community I think is a daily on-going event. Our school has Second Step K-5 Curriculum, which I teach each week and supports SEL learning throughout the building. Our computer teacher has Common Sense for a program that she is working on with the kiddos.

During Parent Information Night each year, I always say to the parents- anyone can learn how to read, write and do math! The hardest thing for the kiddos to learn, practice and maintain is the Social and Emotional skills you need to have to be part of a classroom community. The kiddos need to be explicitly taught these skills. Teaching these skills and using these skills,  builds a safe community within your classroom for all kiddos to learn.

Each day, before morning meeting, they have builder buckets on their group table. The kiddos talk and build together before the day begins. This helps to foster friendships, communication skills and is a nice easy start to the day.  Then our morning meeting is next.  The kiddos sit on the rug in a circle and I invite them over while a song is playing. A different song each day, and they enjoy singing them. Then we greet each other going around the circle and elbow to elbow to the person next to you, then we do a  share and then we play a  game. We have a different game each day. The games teach them to wait, take turns, be patient, work with each other and they learn how to win and lose nicely. They enjoy doing this before our daily message and calendar. Fun way to begin.

One thing I like to do during a learning time is to  “pick sticks”, I pick two- for partners. This way, they learn to work with one another.

When a conflict arises, I always stop in the moment. I listen to both sides with them so they hear each other. Then we work to solve it, if they cannot figure it out themselves. Always talking about strategies to use. I feel something I give them that most grown-ups don’t is a polite way to stand up for themselves. Example: If a kiddo writes on a friend’s paper, and that child says “I’m sorry”. When the first child says: “That’s ok”. I tell them no, you can say: “That’s not ok, please don’t do that again.”

Another little thing I teach them is, each time we go to a “special” (gym, art, music, computers, library) - I have them greet the teacher. We work on lots of greetings. I stand at the doorway each morning and greet them 1 by 1 as they come in.

I read lots of picture books, do lessons and practice skills on SEL.  We use the terms: warm fuzzy or cold prickly.

# data[].attributes.body
My focus with my students (Nursery to Grade 8) is student voice. The students have a lot of opportunities to communicate to staff how they are feeling, in addition to giving us additional ideas on how we can support them. Their needs change, so our response to them also needs to be adjusted. How we foster student voice is dependent on the age group. For example, we will use Google forms for checkins and with prompts for the older students, while the younger students will use paper with simpler writing. We have welcomed in a mindfulness program, as well as adopted a trauma sensitivity approach to all members of the school community. In order to do this we partnered with Harvard University and the Massachusetts Advocates for Children.

# data[].attributes.body
Hello,

I teach high school students. The simplest thing I do in my classroom that addresses SEL is that I set forth with the goal of creating a safe and welcoming environment by having specific routines and expectations for my class. These expectations and routines for the different parts of the class, allows the students to know what to do and how to do different activities throughout the day. I use a visual reference sheet for these expectations and routines, so that if a student forgets, they can reference this, or I can reference this. I also check-in with students on a 1-1 basis when someone comes in or has a moment.

My school does a few things to help SEL. 1) On Wednesdays, we offer an extra help session/ enrichment. Students are able to choose what teacher they spend this time with that would best support them. 2) We have a smartpass system to allows students walk breaks when necessary. 3) There are staff members who are designated for students with higher needs. They often push into classes, so that the students have the opportunity in a mainstream classroom.

# data[].attributes.body
Hello,

I am a fourth grade teacher in a general education classroom. One way I like to promote Social-Emotional Learning in my classroom is by combining SEL-focused books, mindfulness practices, and community circles. For example, I’ll read aloud stories that focus on emotions, friendship, perseverance, or empathy. We talk about the challenges the characters face and the lessons they learn. I also try to have community circles. In this circle, each student shares their thoughts, feelings, and insights in a safe and supportive space. Throughout the day I like to do some mindfulness and breathing exercises together, like deep breathing or guided meditation, to help everyone calm their minds and reflect. I’ve found that this combination helps my students not only become more aware of their emotions and develop empathy, but also feel more connected to each other and our classroom community.

Our school district supports SEL through a combination of SEL language, modeling strategies, and explicit skill teaching. Students learn to identify and manage emotions, solve problems, stay optimistic, and set goals. We use Merrell’s Strong Kids program, which covers key topics like emotional strength, understanding emotions, stress management, and goal-setting. Additionally, we integrate restorative justice practices, including daily community circles to build relationships and empathy. These efforts work together to foster social-emotional growth and create a supportive, empathetic school community.

# data[].attributes.body
Hello All! I have been out of the traditional classroom for 11 years now. When I was teaching 5th and 6th grade then, it was not an initiative or something super needed. I don't even think that term was invented yet! When I was there, many of the SEL teaching was done during the Responsive Classroom Morning Meeting.

Currently, I am a Play and Learn Group Facilitator for children and their caregivers aged birth-age 5. Every so often I try to choose books that would foster SEL. Books that help children become aware of feelings and situations that evoke different feelings and ways to problem solve and how to deal with those feelings. I run a movement group and read books like Good Morning Yoga, which teaches children how to breathe in and breathe out while they do yoga poses. I also discuss that these activities would be a good way to deal with big feelings and encourage taking breaths to calm down. I have also had kids make stress balls from balloons and rice and shown them how to use it when they have big feelings and need help to calm down.

I also include many stories from different cultures and representations to help people feel welcome, as it is a family element where the parent/caregiver is present.

# data[].attributes.body
Hi everyone,

I'm a sixth grade teacher in Merrimac, MA, at a 3-6 school.

What is the simplest thing I do in my classroom to address SEL?

It's pretty simple, but I work hard to cultivate a classroom community for each of my classes (we rotate subjects). From the jump I clearly define to them what a supportive classroom community means to me: a place where students feel comfortable taking risks in the classroom because they know they will have the support of myself and their classmates. I do this candidly and likely differently than any of the teachers they have had before: it's not the goal, it's the expectation. Anything less is unacceptable. I don't know... it works. It also involves candid discussions with those students that step out of line, and some tough love for those that need a push to step out of their comfort zone. In the end it's pretty successful.

My school/district is great when it comes to emphasizing SEL. My sixth grade team uses a "Wellness Wednesday" Google Form in which students fill out each week to report on how they are doing, and maybe if they need to talk to someone about school or anything else. And our counselors are amazing! They run monthly SEL lessons with all students and are always willing to meet if a kid needs that additional support.

# data[].attributes.body
Hi all!

I'm a 2nd grade teacher in a general ed classroom in Malden, Massachusetts. Some things that I already institute in my classroom routine to address SEL are:

Intentionally start the school year with two main principles: (1) Everyone makes mistakes and that's okay, and (2) that telling the truth is paramount over everything else in my classroom. To "teach" this lesson, I take away any easers and pencils that my students have on the first day of school and I pass out pencils without erasers. This simple pencil swap helps the students to learn and get comfortable with making mistakes, crossing them out, and moving on, as well as encourages the students to begin to problem-solve independently. As for "always telling the truth," it's an amnesty policy that remains for the entire school year. Starting the year with these principles helps me build trust amongst my students as well as creates a comfortable place for everyone inside the classroom, which, in turn, fosters an environment of openness and safety for all students that lasts the whole year.

As a daily SEL practice, I host a "Morning Meeting" during which my students meet me at the class rug for reflecting on previous days of the week, preparing for the day ahead, sharing ideas, celebrating one another, and building community.

Specific SEL aligned read-alouds with related activities.

Mindfulness journaling (a personal journal that students keep in their desk and use during appropriate times throughout the day)

My district/school has intentional SEL time "built-in" to our daily schedules. That being said, the time that has been carved out for this SEL block was created by taking away our transition times between classes and I must admit that the "SEL time" is often the first to gets "cut out" or changed in the event schedule changes. We also have not been provided with an SEL curriculum and not many SEL related items are purchased for us without our asking. However, I have been able to choose what kind of items I'd like end of year budget to be allocated towards for my classroom specifically, which (this past year) I allocated to provide flexible seating and noise-cancelling headphones in my classroom.

Overall, I do address SEL in the classroom, but I'm really looking forward to learning how to better my integration and prioritization of SEL practices, especially during those days and times of the year that it seems like I have "no time to fit-in" a whole lesson.

# data[].attributes.body
Hi everyone!

I am a third grade classroom teacher with 18 students. In my school, all classroom teachers are required to begin the day with a Morning Meeting. This is typically a fifteen minute block of time, and I find that is the perfect opportunity to teach daily SEL lessons. At this time, we do not have an SEL curriculum, so I have needed to develop my own lessons. Since COVID, I create a Google Slide Deck each week that contains my lesson presentations for the day. This means that anything I want to present to my students during the SEL lessons is on my Smart Board, and my students are usually seated beneath it on my carpet. I choose a theme for each week. This might be a time-sensitive topic that my students really need at that time or it could be another topic related to SEL. For example, our school-wide expectations are to be safe, be kind, and be responsible. At the very beginning of the year, we spent a week completing a classroom matrix that addressed these skills and what they would look like in different parts of the building. Something I find helpful when introducing a topic at the start of the week is to begin by defining the theme. If we're learning about being responsible, I might start with slide that defines it in simple, child-friendly language. We would then watch a very quick video to solidify student understanding. The next day's meeting would begin with a review and then contain some role play or maybe an activity with various scenarios for students to discuss.

My school also created an SEL Curriculum Committee two years back to research a program that we could use school-wide. As a result, we will all be using the Second Step program next year. We've been told that all classroom teachers will be dedicating a specific number of minutes each week to teaching the lessons in this program and this will fall outside of our morning meetings. I'm excited about the program and have been told by those who piloted it that the lessons are very simple to teach. It will be nice to have something on hand, so I no longer need to make my own lessons.

# data[].attributes.body
I am a Kindergarten special education teacher. I spend most of my time supporting student's academic needs in the general education classroom in addition to small group pull-out services. However, the past few years I have had students who have social/emotional and behavioral needs. IEP services for these students looks very different than the academic services my other students receive. These students get a quick check-in every morning to rate how they are feeling, discuss any changes there may be to their schedule and pick a coping strategy they can use during the day.

My school district uses CASEL for curriculum. Our Team chair also wrote a grant to purchase sensory tools and materials to add to my office/classroom to help students self-regulate.

# data[].attributes.body
I'm a K-5 severe special education teacher in my school. All of my students are all non-verbal and they all have communication devices. My paras and I meet once a week for a quick check in. I've tried to build an environment where my paras can come to me with anything. We talk it out and we help each other where needed. Essentially I take care of my paras and their well being so their emotions are in check to properly care for my students. My students all really respond to feelings/moods so we work very hard to keep things as calm as possible.

Our students feel safe and cared for when the adults around them invested in their interests. We do many acts of daily living, communication and OT/PT activities and we have a classroom device that we all use to communicate with our students. The communication device is a district owned device and the students love it when we communicate with our device and they can respond on theirs. Apart from that, al other resources like the Zones of Regulation and SEL materials are teacher created and put in a shared drive so teachers across the district can use the materials in there.

# data[].attributes.body
As a first grade teacher, I believe it is important to foster a sense of independence while also building a strong foundation for social emotional learning. I find these skills to be equally important as academic skills. Each year, my team and I carefully plan read-alouds and activities that help students feel connected, supported, and valued within our classroom community.

At the beginning of the school year, I introduce the idea that while we all come from our own families, our classroom is also a family that is built on kindness, respect, and support for one another. As part of this foundation, we use the RULER curriculum to build students’ emotional awareness. We start by understanding that our emotions matter, and together we create a classroom charter, outlining how we want to feel at school and identify ways we can create those feelings.

Throughout the year, my students enter the classroom by plotting their emotions on a mood meter, giving me an opportunity to connect with students individually, offer them support when needed, and help them navigate their feelings. I find this an invaluable tool in my classroom to help students regulate their emotions, build relationships, and create a caring classroom environment.

# data[].attributes.body
Hi everyone,

I am the Wellness teacher for 3rd-5th graders so I see all of our students in those grades once a week. I am the only Wellness teach in the school and I do not have a curriculum to follow so I have been generating the lesson myself with help from our school counselor and Teachers Pay Teachers.

One activity I have done with the classes (that they love and ask to do every week) is a game called Hot Seat. The point of the activity is to help with communication skills and emphasize the importance choosing our words carefully. I split the class into three teams. Each team selects one person to be in the "hot seat" for the first round and we rotate through until every student has had a chance. The person in the hot seat sits with their back to the Smart Board. I flash a picture on the screen along with a list of taboo words that the team can not say. The team tries to give clues to the person in the hot seat to get them to guess what the picture shows. The trick is that the team can only use two words (no sounds and no body language or movements) to give the clues. The team must work together to decide on the two words that they think will be most helpful for the person in the hot seat.

Because it is a competition for points, the teams generally get very excited so this also gives them a chance to practice trying to remain calm and regulate their emotions even under competitive circumstances. They usually need lots of reminders :)

# data[].attributes.body
Our district has incorporated RULER as our lead SEL initiative. I am a former high school English teacher and now an Assistant Principal. As an English teacher, I found that establishing a structured classroom environment and building relationships with students was integral to fostering a safe and respectful learning environment for everyone. As an Administrator, I have a limited amount of time to establish trust with a student if it is our first meeting. So, I try to make them first feel at ease since they are typically meeting with me because something is not going well. I have a few fidgets in my office, adult coloring books with pencils & markers, and candid photos of students from the past year from sporting events, dances, etc. I've had a lot of success getting students to open up about social issues they may be struggling with. I also have been able to get even the most reluctant student to cooperate with an investigation. I believe this is due to the efforts made to ask them about themselves, find out what they like or do well, and just being an active listener.

# data[].attributes.body
I'm a K-5 school adjustment counselor, so SEL is my main focus. I work with individuals and small groups on developing skills around feelings identification, self management, perspective taking, problems solving, and friendship skills. At the start of my meetings I have students verbally identify feelings or use the support of a feelings chart. We usually work on coping skills, like breathing or using mindfulness. I address goals for their 504s or IEPs. I like being able to work with the students regularly, so that when they are having a hard time, we've already built up rapport and have practiced some of the coping skills to help with the self regulation. Something I do that could support students in the classroom would be to have a visual chart to help students identify their feelings and to have a few visuals of calming suggestions, like breathing or taking a movement break.

I have some great supports from the district. I use TRAILS curriculum as a framework for lessons I do in the classrooms. Each year when I order supplies, I focus on literature that I can use to complement my SEL activities. In addition to my picture books, I also get materials related to Social Thinking to have additional resources to help students with social skills. Super flex books are really fun and engaging for the students.

# data[].attributes.body
The simplest offering of SEL in my classroom is the chill zone. I set up a little alcove in my room with outdoor cushions (super easy to remove the covers and wash!), cute novelty pillows from Target and Five Below, stuffed animals, and a bin of fidget toys. This area is a multipurpose SEL space so that students can take a break, check in with themselves during moments of heightened emotions, center themselves when they're not feeling in control of their bodies, etc. It's not just for negative feelings, however; students also use the space for reading books, having conversations with friends, etc. This is a safe space in the room that can be used no matter what the emotion, and students kind of make it their own based on what they need. It's so incredibly simple, just offering up a very small area of the classroom with cushions and comforting items (most of which were donated by my son once he outgrew/grew tired of the items), and it has helped several children over the years become better at processing their emotions and making great behavioral choices in challenging times. I should mention that I teach Kindergarten; it's pretty amazing knowing I've positively impacted at least a few kiddos' ability to process emotions, and that I get to see the results by watching them through the rest of their elementary school careers.

Our school is in a tricky spot right now. Our adjustment counselor moved onto a new school a couple months ago, which means that our SEL lessons ceased when she left. Actually, for Kindergarten, the lessons were put on hiatus months ago (I think it was December). Paired with a teacher's strike earlier in the school year, I think my students had a total of three SEL lessons with our adjustment counselor this year. It's a huge bummer.

Luckily, last summer, my district offered us a free training in TRAILS, which is the SEL curriculum used by our adjustment counselors. I took part in the 2.5 hour professional development and am trained in delivering the TRAILS curriculum. It's incredibly simple and there aren't a ton of lessons for Kindergarten, but it's nice to have the training. To be honest, though, I haven't had time to incorporate the lessons into our daily schedule. I've been trying to build up my SEL classroom library, which is part of why I am taking this course! Those books come out of my own pocket, but we do have a few books in our school library that I've used for lessons.

# data[].attributes.body
When teaching English 8, from day one, I try to develop a safe environment for all students. I am transparent that they will be reading and writing a lot throughout the year. But most importantly, the First 7 minutes of class, they are expected to come in, find their seat, take out laptops and answer the WARM UP QUESTION - all of this with little/no talking. The First 7 minutes are meant to relax, calm, and ease into class - not with chaos, nor unorganized, nor unstructured. The WARM UP prompt usually asks 3-4 questions, but the last is always - “How are you doing today? - I am here to help, listen, laugh, advise, answer!” This simple question, along with a few other content questions, is asked 175+ days a year, and it shows students that myself, teachers, and other staff are there for them. I receive/read so many differing responses, and there have been a few that needed further support, but it is a nice, easy way of giving students a platform to express themselves comfortably.

My district purchases a few programs that teachers implement in their Advisory small groups throughout the school year. These are met with mostly applause, but some students find them not helpful, cooperative. I mostly have purchased/developed the SEL activities for my classroom and daily basis. There are PDs that are offered that are focused on SEL, too.

# data[].attributes.body
I teach 2nd grade and while my district doesn't provide SEL curriculum we do have a growing library of books that we can all use in our classrooms.

I added a short SEL block to my week to try to address student needs. On Friday afternoons at the end of the day we take whatever time is left (usually 20-30 minutes) and read a book/do an activity. I mainly use the "Spot" curriculum by Diane Alber for these lessons. I have purchased her books and learning resources for use in my classroom.

I also take time at the start of the year to teach them about some basic regulation strategies like taking walks or using our calm down space before emotions get too high.

# data[].attributes.body
My district uses the RULER approach which is developed by the Yale Center for Emotional Intelligence. It is an acronym for Recognizing, Understanding, Labeling, Expressing and Regulating emotions. We also use the "Community of Caring" concept as a character education program that Eunice Kennedy Shriver developed. This is a PBIS program used throughout the school. As a first grade teacher, I also use morning meetings to discuss SEL topics, read books and show videos during this time. Some of the tools I use are from the responsive classroom resources that I have found.

# data[].attributes.body
I am a first and second grade special education teacher. One thing that I do to support SEL in my substantially separate classroom setting is to have weekly social skill groups. During these groups I target a variety of SEL skills in the areas of self awareness, social awareness and relationship skills. My students are also integrated into the general education setting for a daily morning meeting to help them apply SEL skills across various classroom settings.

The school district has bought some resources from the Social Thinking Curriculum and the Zones of Regulation Curriculum. All other SEL materials and curriculum are teacher created, come from the school guidance counselors or SEL related children's books from the school library.

# data[].attributes.body
Hi,

I teach Grade 5 at an elementary school and one thing we do to support SEL in the classroom is to have a classroom meeting at the beginning of each day. This is a time that if students are having issues it is. a safe place for them to talk it out with me and their classmates. It was a bit of a struggle at the beginning of the year to gain trust around all of us. However, by putting in the time at the beginning of the year, like with everything else, it has now paid off and the meetings are very productive especially if we have issues where not everyone is seeing eye to eye. By having these meetings it saves time throughout the day without any other issues coming up about it and if it happens later it takes away from their day to day learning experience. I do not like drama and this takes away from the day to day. This is also a time when the school adjustment counselor can come in and do a lesson for the kids or just check in

Most of the materials that I get for SEL during these meetings where I do provide lessons as well, come from me or the school adjustment counselor. The school does not pay for it. We have to find and pay for the resources.

# data[].attributes.body
Hi! I teach a PreK/Kindergarten mixed class. One of the things that we do to support SEL in the classroom is we have a talk it out table. When kids are having an issue that they can't work it out, I have them come sit and talk about the disagreement they are having. I stay to support as needed but as the year has progressed many of the kids are able to do it on their own!

Honestly, I've bought most of the SEL materials and curriculum for the class. I was provided an SEL curriculum that had a cassette tape 🫠 so I purchased the Little Spot of Emotion curriculum for the class.