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The focus of the CASEL framework is to build a systemic approach to Social and Emotional Learning (SEL) that develops five core competencies. It emphasises embedding SEL across classrooms, school culture, and partnerships with families and communities. The ultimate goal is to create supportive and equitable learning environments that promote both academic success and students’ social-emotional well-being.

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The focus of the CASEL framework is to build a systemic approach to Social and Emotional Learning (SEL) that develops five core competencies. It emphasises embedding SEL across classrooms, school culture, and partnerships with families and communities. The ultimate goal is to create supportive and equitable learning environments that promote both academic success and students’ social-emotional well-being.

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The CASEL framework highlights five core social and emotional competencies. Self-awareness is recognizing one’s emotions, strengths, and values. Self-management involves controlling emotions and behaviors to achieve goals. Social awareness is understanding and empathizing with others. Relationship skills focus on building healthy, supportive connections. Responsible decision-making means making ethical, safe, and constructive choices. Together, these skills help students succeed in school, form positive relationships, and contribute to their communities.

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This third element expands to SEL throug classes to homes and communities. How environment supports and promotes SEL so it aligns with what schools teach about SEL. To have a continuous and consistent supports, children will learn that SEL is practicable and easy.

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Strengthen Adult Competencies and Capacity through SEL is very important as adults here become role models for students when implementing SEL. Adults must understand their own self-awareness, so they can help students to recognise their sel-awareness. Adults must also be capable to understand and apply self-management so they can accommodate students when they are in distress.

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First element of the CASEL framework (Diah Galuh Sarimbit)

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First element of the CASEL framework (Diah Galuh Sarimbit)

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Buiding foundational support and plan is very important for SEL implementation and sustainability, as here educators have a shared vision to be active participants for children's SEL by creating safe spaces to practise SEL through day to day interactions and embed SEL in their teaching practices.

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The CASEL framework emphasises the importance of students, educators and staff, schools, parents/caregivers, communities, to support their children's SEL where each competency/aspect interconnects each other. The active involvement and support from home and communities will be protective factor that children need to thrive at schools, homes and communities in adversities.

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CASEL framework has five aspects or competencies:

Two aspects relate to self: Self-awareness where children can understand about themselves for example their preferences, dislikes and likes, emotions, feelings and so on. Self-management is when children can self-regulate their emotions, and respond them to helpful ways that help them achieve their goals. Social awareness emphasises when students exercise their empathy and use it to interact with others, how their behaviors can affect others, and relationship skills are when students develop cultural competency, help or stand up for others and so on. The last is responsible-decision making when children exercise the skill how to decide thoughtful and kind choices about themselves and others

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“Promoting students’ SEL” means truly integrating social and emotional learning into their daily study and school life. This gives students opportunities to practice self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In this way, it not only helps them improve their academic performance but also makes them more confident, empathetic, and responsible in life.

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The second key element, “Strengthen adult SEL competencies and capacity,” mainly refers to helping teachers, principals, and other educators develop strong emotional management and interpersonal skills. In this way, adults can not only model positive behaviors in classrooms and schools but also better support students’ social and emotional learning.

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“Building foundational support and planning” just means getting everyone on the same page, setting clear goals, and making sure there are systems in place so SEL becomes part of the school culture and can keep working well over time.

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When schools and communities build sustainable support for promoting Social and Emotional Learning (SEL), students’ core competencies will continuously improve, leading to better academic outcomes. It will also help create a more inclusive, positive, and healthy environment in schools and society as a whole.

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The CASEL framework proposes five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

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The theory of action of the CASEL framework suggests that when schools and communities establish systemic and sustainable supports for SEL, students’ competencies and academic outcomes improve, which in turn promotes equity and helps cultivate well-rounded citizens.

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The CASEL framework focuses on developing students’ social and emotional competencies, including self-awareness, self-management, social awareness, relationship skills and responsible decision-making, by embedding SEL into classroom practices, school culture and community engagement.

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Preparing for the unknown future is tricky. I hope the young persons in my life learn to keep a positive curious attitude to all the nuances of life. I hope they learn and develop a sense of self worth , build confidence in themselves as unique humans who are willing to be brave, kind, considerate, empathic and generous. Ideally I hope they create a balanced life with intersecting spheres around self health, family, friends and community. I hope they find time to give back to the world in their own unique way, develop resilience for the times in life that will not be easy and be continuously engaged in balanced education to support their life journey.

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Stakeholders in developing school wide SEL and roles played.

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Stakeholders in developing school wide SEL and roles played.

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Multiple Stakeholders have roles in developing effective inclusive and equitable school wide SEL.

1. Classroom teachers as stakeholders provide key elements of the CASEL framework through multiple channels including effective explicit instructional learning, modeling behaviours and collaborative partnerships.

2. Students as stakeholders in SEL play a role by engaging with SEL, developing competencies and growing these competencies outside the school environment.

3. Out of school care providers can provide extended SEL environments with different contexts with opportunities to re-enforce positive SEL behaviors.

4. Administrators and persons in team leadership as stakeholders have roles in co-ordinating effective integration and embedment of SEL, and supporting a positive culture for SEL.

5. Communities and families are necessary stakeholders in developing sustainable school wide SEL through active partnerships to support SEL competencies and enable safe, caring, respectful environments.

6. Policy makers are stakeholders in school wide SEL implementation when there is positive supportive engagement. They may provide avenues for additional funding, greater time allocation, enhanced cultural safety supports or more flexible learning opportunities.

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Levels of interactions in the CASEL school wide SEL approach are multifaceted and integrate school administrative, instructive and non-instructive support, roles to systemically embed SEL in all aspects of the educational experience for students. School wide SEL also requires interaction and partnership with families and communities outside the school environment for effectiveness.

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Leadership and administration – guiding the vision, planning, and systemic integration.

Teachers and classrooms – delivering SEL through instruction and daily interactions.

Support staff and non-instructional roles – interacting with students in settings like the cafeteria, health office, reception, and transport.

Families and community partners – collaborating beyond school boundaries to reinforce SEL.

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The fourth key element of the CASEL framework, reflection on data for continuous improvement, guides SEL implementation and sustainability by providing a mechanism by which to measure effectiveness in process. Continuous improvement generally relies on flexibility and responsiveness to qualitative and quantitative data this may drive change to enhance goals, review plans and maintain engagement from all stakeholders. An activity in this focus area may include analyzing student's perceptions of culture in the school environment and in their local community (focussed discussion groups, or written reflections) and benchmarking over time.

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The third key element of the CASEL framework, promotion of SEL for students, guides implementation and sustainability by normalising SEL thoughts, behaviours, and overarching concepts. SEL enhances learning for students by enabling safe, inclusive, respectful environments which foster academic and personal growth. Activities may include group discussion of management strategies for strong emotions such as fear, anger or loneliness. Facilitating open discussions amongst peers with shared experiences reduces shame and creates a more empathic culture.

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The second key element, strengthening adult SEL competencies and capacity, guides implementation and sustainability of the CASEL framework by ensuring educators feel empowered to effectively deliver SEL and acquire skills which holistically improve the quality of their engagement with their own work-life balance. Learn, connect, collaborate and model defines practical strategies for strengthening adult SEL competency and embedment of sustainable practice.

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The first key element of the CASEL framework, build foundational support and plan, guides implementation and sustainability by creating a safe space for enthusiastic educators to contextualize and review local resources. A clear plan allows for goal setting and reflection of progress. Enabling realistic commitment from team members with defined roles builds a supportive culture to foster sustainability.

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The CASEL theory of action is based on key elements which support implementation and systemic embedment of the CASEL framework, drive reflection and promote continuous improvement. These elements include structured planning to create awareness, commitment and build foundational support. Strengthening adult SEL capacity and competencies to enable effective promotion of SEL for students across broad cultural environments.

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The central focus of the CASEL framework is to define, contextualise, and guide evidence based strategies of social and emotional learning through five pillars. These pillars include self awareness, self management, social awareness, relationship management and responsible decision making. The pillars are nested within multiple environment rings including school, work, family and community to guide local context.

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One of the most popular models of social and emotional learning (SEL) is the CASEL Framework, which comes from the Collaborative for Academic, Social, and Emotional Learning. Its main goal is to assist children develop the five essential skills they need to thrive in school, the workplace, and life.

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The CASEL framework (developed by the Collaborative for Academic, Social, and Emotional Learning) focuses on Social and Emotional Learning (SEL).

Self-Awareness – recognizing one’s emotions, values, strengths, and limitations.

Self-Management – regulating emotions, managing stress, self-discipline, and goal setting.

Social Awareness – empathy, respect for others, understanding social norms and diverse perspectives.

Relationship Skills – building healthy relationships, teamwork, clear communication, conflict resolution.

Responsible Decision-Making – making ethical, constructive choices about personal and social behavior.

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The CASEL framework emphasizes that these competencies should be developed across multiple contexts - in classrooms, schools, families, and communities - and that effective SEL programming requires systemic approaches that create supportive environments for learning and growth. The framework has become influential in education policy and practice, helping schools integrate social-emotional learning alongside academic instruction.​​​​​​​​​​​​​​​​

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The CASEL framework focuses on fostering students' social and emotional competencies to enhance their academic, personal, and social success. It outlines 5 core competencies:

Self-Awareness、Self-Management、Social Awareness、Relationship Skills、Responsible Decision-Making.

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The “Reflect on data for continuous improvement” focus area guides SEL implementation and sustainability by helping schools regularly check how well SEL is working. Schools collect data on student outcomes, school climate, and teaching practices. Then, they review the data to see what’s going well and what needs to improve.

This helps schools make smart changes, stay on track, and respond to new needs. By using data often, SEL becomes stronger over time and remains a key part of the school’s long-term plan.

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The “Promote SEL for and with students” focus area guides SEL implementation and sustainability by making SEL a regular part of teaching and school life. Teachers use lessons and everyday activities to help students build skills like managing emotions, showing empathy, and making good decisions.

Schools also create a safe, supportive environment where students feel respected and included. SEL is connected to academics, behavior, and relationships. Students are given chances to lead and share their voice, which builds ownership and keeps SEL relevant and meaningful. This ongoing, student-centered approach helps make SEL a lasting part of the school culture.

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The “Strengthen adult SEL competencies and capacity” focus area supports SEL implementation by helping staff develop their own social and emotional skills. Schools provide training so teachers understand SEL and can model it in their classrooms. Leaders create a positive, trusting work environment and include SEL in daily routines like meetings and coaching.

To ensure sustainability, schools offer ongoing professional learning, support staff wellbeing, and build leadership skills. When all staff share responsibility for SEL, it becomes a lasting part of the school culture—even as people or programs change.

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The “Build foundational support and plan” focus area guides SEL implementation and sustainability by first establishing a shared vision and common language for SEL tied to equity and academic goals. It creates a cross-functional SEL team with a clear leader, clarifies roles, and audits current initiatives and data to identify needs and assets.

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CASEL’s theory of action is a systemic, continuous-improvement model. First, schools and systems build foundational support and a clear plan. Next, they strengthen adults’ SEL competencies and capacity so staff can model and lead the work. Then they promote SEL for and with students through instruction, schoolwide practices, and family–community partnerships. Finally, they reflect on data to drive continuous improvement and refine implementation.

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CASEL’s framework focuses on developing five core social-emotional competencies：self-awareness, self-management, social awareness, relationship skills, responsibile decision-making, and doing so systemically across classrooms, schools, families, and communities to support equitable student outcomes.

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The Theory of Action behind the CASEL framework is that systemic implementation of social-emotional learning (SEL)—through classrooms, schools, families, and communities—fosters equitable learning environments where students develop core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). These skills, in turn, improve academic achievement, well-being, and long-term success by creating supportive conditions for learning and positive development.

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The CASEL framework focuses on developing five core social-emotional learning skills (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) to support students' academic and life success.

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The CASEL Framework focuses on building social and emotional competence in students through five core areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

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The third key element of the CASEL Framework, “Promote SEL for students,” guides implementation and sustainability by focusing on creating meaningful, real-life opportunities for students to practice social and emotional skills. It encourages schools to embed SEL into daily classroom routines, peer interactions, and problem-solving activities, rather than treating it as a separate lesson. By giving students consistent chances to apply self-awareness, self-management, social awareness, and relationship skills in real contexts, schools help make SEL a lasting part of students’ learning and personal growth.

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The second key element, strengthening the social and emotional competencies and capacity of educators, guides SEL implementation by ensuring teachers, school leaders, and support staff have the skills and confidence to model and facilitate SEL effectively.

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The first key element of the CASEL framework—building foundational support and planning—guides SEL implementation and sustainability by ensuring that schools have strong leadership commitment, staff buy-in, and a clear strategic plan. This foundation helps align resources, set goals, and create a supportive environment, which are essential for effective and lasting SEL programs.

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The Theory of Action of the CASEL framework is that by intentionally teaching social and emotional skills and providing a supportive school environment, students can learn better, build positive relationships, and make good decisions.

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The focus of the CASEL framework is to help students develop five key social and emotional skills: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

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Embed SEL into the curriculum, fostering the five core competencies through direct instruction and cross-disciplinary integration (e.g., language arts, science, and physical education).

Create a positive classroom and school climate where safety, inclusion, and respect become daily norms.

Expand SEL through extracurricular and community activities, strengthening the connection between learning and real-life experiences.

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Incorporate adult SEL training into professional development to help teachers manage stress, improve classroom management, and enhance interpersonal interactions.

Encourage self-reflection and peer learning, allowing teachers and staff to share experiences and strategies within a support network.

Integrate SEL principles into daily work processes to ensure that educational practices align with SEL values.

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It can provide guidance on implementation and sustainability by:

Establishing a shared vision and values—Ensuring a shared understanding and consensus on the importance of SEL among school leaders, teachers, families, and the community.

Forming a dedicated SEL team—A cross-departmental or cross-grade implementation team is established to coordinate resources, monitor progress, and address issues.

Conducting a needs assessment and resource inventory—Identifying the school's existing SEL resources, strengths, and weaknesses to ensure a realistic plan.

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The CASEL framework is based on the Theory of Action, which posits that when social-emotional learning (SEL) is systematically and consistently implemented in classrooms, schools, families, and communities, it effectively enhances students’ social-emotional competencies, leading to better academic performance, improved interpersonal relationships, and greater overall well-being and civic engagement.

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The CASEL framework focuses on developing students' five major social-emotional competencies - self-awareness, self-management, social cognition, interpersonal skills, and responsible decision-making - to support students' academic achievement, interpersonal relationships, and overall well-being through systematic integration in classrooms, schools, families, and communities.

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This element focuses on social and emotional learning paired with extended social layers such as family and community. These could be in the form of continuous support and connection-making.

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By ensuring the quality of SEL practices, professional training for staff, and staff well-being support through regular checks and routines. This is relevant to chapters 3-4, where teacher buoyancy, psychological needs and positive workplace culture are essential.

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By making sure SEL is embedded into the learning rather than as an add-on. Through forming an SEL team, generating a shared vision, observing current practices, setting goals and action steps.

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CASEL’s theory of action is rooted in the continuous improvement cycle, where it targets foundational support and plan, adult SEL competencies, SEL for students and equity goals.

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The primary focus of CASEL is to promote the development of five core competencies in both students and adults: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These points are integrated into school systemic approach which targets all layers from teachers, students and even family.

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The CASEL Framework focuses on self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The aim is to promote educational equity and excellence and create supportive learning environments that foster trust and collaboration.

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CASEL's district theory of action is a research-based framework constructed based on four key areas, aiming to promote high-quality and systematic implementation of SEL within school districts. These four key areas are building foundational support and plans, strengthening adult SEL competencies and capacity, promoting SEL for students, and reflecting on data for continuous improvement.

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The CASEL framework emphasizes the systematic implementation of social and emotional learning (SEL), integrating SEL closely into the key environments where children learn and grow—classrooms, various spaces within schools, families, and communities. At the same time, it promotes genuine cooperation between schools, families, and communities, creating a fair and supportive learning environment.

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The focus of the CASEL framework is to promote the implementation of SEL. It mainly includes self-awareness, self-management, social awareness, interpersonal communication skills and responsible decision-making. It could improve efficiency and get achievements for students.

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The stakeholders involved in developing the schoolwide SEL:

Students: they play a main role in SEL development, because SEL is used for promoting their social and emotional learning. So, the better the students’ social and emotional skills are, the more effective SEL is.

Teachers play a role in teaching and instructing SEL for students, so they act as a bridge to support students and encourage positive relationships among them.

Schools and educators: provide resources for SEL.

Families support students at home to build relationships among members and collaborate with teachers.

Communities can provide public services and create opportunities to expand SEL.

Policymakers: make adjustments and policy as necessary.

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I think CASEL is not only to promote SEL for students but also 4 different levels of interaction, including classroom, school, family, and community.

At school, the following can support students’ SEL, such as fostering a healthy school climate, adopting an evidence-based program, elevating students' voices, integrating SEL into student supports, and ensuring discipline policies and practices that promote equitable outcomes.

In terms of the classroom, teachers can build a supportive classroom environment to promote SEL for students, including emotional safety and student-centred discipline. Besides, the way the teachers give explicit instructions, explain, foster academic mindsets, and use interactive pedagogy can promote students’ SEL.

Family partnerships: Family plays an important role in promoting SEL for their children. Because SEL can help family members understand, experience, inform, and support their children regarding social and emotional development.

Finally, the increase in access to a broad range of community partnerships can ensure that students receive SEL support and expand professional learning opportunities for SEL in the future.

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The focus area is practising continuous improvement, consisting of the collection of data, reflection on, and use of implementation and outcome data. Based on these, schools and policymakers can drive improvement in SEL implementation.

When schools adopt an SEL plan, there might be obstacles that can hinder the process of SEL. So, when we observe and reflect on outcome data and results, we can make adjustments as necessary to increase the effectiveness of SEL.

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The next key element is to promote SEL for students across the school, in classrooms, in families, and in communities.

At school, the following can support students’ SEL, such as fostering a healthy school climate, adopting an evidence-based program, elevating students' voices, integrating SEL into student supports, and ensuring discipline policies and practices that promote equitable outcomes.

In terms of the classroom, teachers can build a supportive classroom environment to promote SEL for students, including emotional safety and student-centred discipline. Besides, the way the teachers give explicit instructions, explain, foster academic mindsets, and use interactive pedagogy can promote students’ SEL.

Family partnerships: Family plays an important role in promoting SEL for their children. Because SEL can help family members understand, experience, inform, and support their children regarding social and emotional development.

Finally, the increase in access to a broad range of community partnerships can ensure that students receive SEL support and expand professional learning opportunities for SEL in the future.

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The second key – strengthen adult SEL – means the process by which adults can acquire and apply knowledge, skills, attitudes, and healthy identities; manage emotions; show empathy for others; maintain supportive relationships; and then make responsible decisions. Additionally, teachers who maintain strong social and emotional learning skills are better able to manage work-related stress and emotional exhaustion while also improving students' academic performance and well-being.

However, to create a supportive staff environment, it’s necessary to follow three sections: learn, connect and collaborate, and model. Firstly, learning is related to professional learning about SEL, experiences, social and emotional skills, and cultural competence. Secondly, adults have to build strong relationships among staff, students, and families. Lastly, teachers can adopt strategies for SEL skills and mindsets to support modelling among staff, students, families, and school leaders.

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The first key (Build foundational support and plan)  is supported by establishing an SEL team, fostering commitment to SEL, and developing a communications strategy.

In terms of the first activity – the SEL team – it is considered a bridge to connect stakeholders. Moreover, the team takes responsibility and plays a role in building a strong plan to ensure that SEL implementation does not become fragmented. Secondly, engaging stakeholders or commitment contributes to the introduction of SEL for the community and increases SEL’s reliability and quality. The last key is two-way communication, which means supporting the connection between SEL and stakeholders.

These activities help to create a strong plan for the beginning.

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I hope they will develop a strong sense of empathy towards others, so they will not look down on someone who might have different or fewer abilities than themselves. This relates to the social awareness aspect in the CASEL framework. In addition, I hope they will build high self-confidence, be able to stand up for themselves, and manage feelings of insecurity effectively. This aligns with the self-awareness aspect, which is essential for navigating challenges in the future.

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1. School (School principals)
At the school level, the priority is to align climate, programs, and practices with SEL principles.

2. Classroom (teachers and students)
Classrooms play a central role in both explicit SEL instruction and integrating SEL throughout academic learning.

3. Family Partnerships
Families are essential partners in sustaining SEL. Schools can create meaningful opportunities for two-way communication and collaboration, allowing families to understand, experience, and support their children’s social and emotional development.

4. Community Partnerships
Strategic partnerships with community organizations help extend SEL beyond the school walls.

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In the CASEL schoolwide SEL approach, interaction occurs at multiple levels:

Step 1: Two-way communication between the SEL team and stakeholders ensures that information, feedback, and ideas flow in both directions, keeping all parties engaged and informed.

Step 2: Collaboration takes place within the school community, among staff members, between staff and students, and between staff and families, to foster shared responsibility for SEL.

Step 3: Interaction extends to families and the wider community to build supportive partnerships that strengthen SEL and create consistent support for students across different settings.

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Reflect on data for continuous improvement

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Reflect on data for continuous improvement

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The fourth key element emphasizes continuous improvement, a deliberate and structured process designed to address challenges in practice and enhance outcomes over time. For schoolwide SEL to be effective and sustainable, schools must engage in an ongoing cycle of planning, implementing, monitoring, and adjusting their approaches based on evidence.

This process involves several steps: planning and implementing action steps, tracking progress, analyzing outcome data, and making adjustments when necessary. Schools can integrate this approach into structured team meetings dedicated to reviewing and refining the SEL implementation plan. In addition, shorter improvement cycles can be introduced to test innovative ideas or approaches, helping maintain staff engagement and enthusiasm for SEL.

Key activities in this focus area include:

1. Continuously Improve Schoolwide SEL Implementation

Applying a continuous improvement cycle to strengthen the quality and consistency of SEL implementation across the school.

2. Test Innovative Strategies

Using shorter cycles to experiment with and refine new strategies before scaling them more broadly.

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Reflect on data for continuous improvement

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Reflect on data for continuous improvement

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The fourth key element emphasizes continuous improvement, a deliberate and structured process designed to address challenges in practice and enhance outcomes over time. For schoolwide SEL to be effective and sustainable, schools must engage in an ongoing cycle of planning, implementing, monitoring, and adjusting their approaches based on evidence.

This process involves several steps: planning and implementing action steps, tracking progress, analyzing outcome data, and making adjustments when necessary. Schools can integrate this approach into structured team meetings dedicated to reviewing and refining the SEL implementation plan. In addition, shorter improvement cycles can be introduced to test innovative ideas or approaches, helping maintain staff engagement and enthusiasm for SEL.

Key activities in this focus area include:

1. Continuously Improve Schoolwide SEL Implementation

Applying a continuous improvement cycle to strengthen the quality and consistency of SEL implementation across the school.

2. Test Innovative Strategies

Using shorter cycles to experiment with and refine new strategies before scaling them more broadly.

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The third key element focuses on ensuring that students experience social and emotional learning consistently across all aspects of their school experience. This involves embedding SEL into the school, classroom, family, and community contexts so that students receive comprehensive and continuous support.

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Strengthen Adult SEL Competencies and Capacity

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Strengthen Adult SEL Competencies and Capacity

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This process is organized into three main areas: Learn, Connect and Collaborate, and Model.

1. Learn

Professional learning about SEL

Building on strengths and experience

Reflecting on personal SEL

Examining cultural competence

2. Connect and collaborate

Among staff

With students

with families

3. Model

Modeling SEL among staff

Modeling SEL in interactions with students and families

Modeling SEL as a school leader

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The first key element is divided into two focus areas: (1A) Build foundational support and (1B) Create a plan.

Focus area 1A involves establishing SEL team, engaging all stakeholders with foundational learning, and establishing two-way communication between SEL team and stakeholders.

Once these activities are in place, the process moves to Focus Area 1B, which addresses key questions:

1. Where do we want to go? (Developing a shared vision)

2. Where are we now and where have we been? (take stock of current efforts and engage in a needs and resource assessments)

3. How do we get there? (Develop an action plan then align with the budget)

4. Are we moving in the right direction? what are we learning along the way?

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The CASEL 5 outlines five interconnected areas of competence: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies form the foundation of the framework’s Theory of Action, guiding schools in fostering students’ holistic development.

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The CASEL Framework serves as a guide for schools, districts, states, and other stakeholders to (1) Develop knowledge, skills, and attitudes across the five domains of social and emotional competence, and (2) Create equitable learning environments and coordinate practices across four key settings to support students’ social, emotional, and academic growth.

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To achieve schoolwide SEL, the systemic implementation of SEL is built on 4 interrelated and continuous elements:

1. Build awareness, commitment, and ownership, then build a plan. For example, prepare explicit SEL instruction and academic instruction at the school, district, city, state, and country levels.

2. Focus on adult SEL first, like educators, to teach and instruct students effectively.

3. Promote SEL for students: after adults comprehend SEL, they can use what they learn to support students through practices and learning activities in the classroom.

4. Practice continuous improvement: after schoolwide implementation of SEL, educators and policymakers can make adjustments to improve some inefficient practices.

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The CASEL refers to the Collaborative for Academic, Social, and Emotional Learning, which promotes 5 elements: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. CASEL is built to equip educators and policymakers with the knowledge and resources to advance social and emotional competencies and create a healthy environment for all students.

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I truly hope that young people can develop patience to better prepare themselves for the challenges of the world. I understand that, due to busy and fast-paced lives, young people often immerse themselves in studying, working, and other activities. As a result, when they encounter failure or unexpected difficulties, these experiences can negatively affect both their mental and physical health, leading to stress, exhaustion, and even weight loss. Therefore, I believe that cultivating patience, practicing relaxation, and taking deep breaths can help them release their mental burdens and maintain better well-being.

Everything will be fine, so they should allow themselves to be patient and take things slowly. When they are patient with themselves, they can also be patient with the world.

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It will support the school in developing robust continuous improvement practices to drive SEL implementation through the following key activities:

Continuously improve schoolwide SEL implementation: Use a continuous improvement cycle to drive high-quality schoolwide SEL implementation.

Test innovative strategies: Use shorter continuous improvement cycles to refine new strategies.

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It supports the school in promoting students’ SEL across these contexts through the following sections:

School: Align school climate, programs, and practices to promote SEL for students.

Classroom: Foster supportive classroom environments that provide opportunities for both explicit SEL skill instruction as well as integration of SEL throughout all instruction.

Family partnerships: Create meaningful partnership opportunities and two-way communication that invite families to understand, experience, inform, and support the social and emotional development of their students.

Community partnerships:  Develop and leverage strategic and aligned community partnerships that ensure students receive consistent SEL supports, increase access to a broad range of community services, and expand the professional learning opportunities for SEL.

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1. Support staff in reflecting on personal social, emotional, and cultural competencies, prepare professional learning experiences that demonstrate SEL and create opportunities for practice and application, and learn from the school community to build on strengths and be responsive to needs as the team develops and improves the SEL implementation plan.

2. Take an intentional approach to building strong relationships that enable authentic communication and partnership among all members of the school community and establish structures and practices that facilitate meaningful collaboration.

3. Adopt strategies for living out social and emotional competencies, mindsets, and skills in the way that school leaders and staff interact with each other, with students, and with families.

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1. Establish a diverse and representative SEL team.

2. Engage all stakeholders in an introduction to SEL.

3. Establish structures to support consistent two-way SEL communication between the SEL team and all stakeholders.

4. Effectively planning for full-scale implementation of schoolwide SEL is driven by a collaborative process of continuous improvement that asks the SEL team to reflect on the following questions: where is the team now, where has the team been, where does the team want to go, how does the team get from where the team is now to where the team wants to be, is the team is moving in the right direction, what is the team learning on the journey.

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The SEL team: It is the school’s source for information about schoolwide SEL.

School staff: It introduces schoolwide SEL as a lever for achieving many of the school’s existing priorities and connects it to goals in the school’s continuous improvement plan.

Families: Families are a child’s first teacher and an essential factor in the cultivation of social and emotional competencies throughout a child’s life.

Community partners: They are key partners in shaping the social and emotional development of students and play an important role in ensuring that SEL becomes interwoven into the fabric of students’ lives both during and after school.

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The CASEL framework is based on the self-determination theory and the broaden-and-build theory.

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The second key element of the CASEL framework—Strengthen Adult SEL Competencies and Capacity—emphasizes that educators must feel supported, connected, and equipped to model SEL effectively. To guide implementation and sustainability, CASEL recommends activities such as building central office expertise to promote SEL systemically, offering professional learning that deepens staff understanding of SEL practices, cultivating adult SEL and cultural competence, and fostering staff trust, community, and efficacy to strengthen collaboration and engagement. These efforts ensure that adults can lead SEL initiatives with confidence and consistency, creating a ripple effect that benefits students and the broader school climate.

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To support effective and lasting SEL implementation, the first element of the CASEL framework—building foundational support and a strategic plan—focuses on creating a shared vision, engaging stakeholders, and aligning leadership, communication, and resources. Key activities include setting clear goals for SEL, developing consistent messaging to build awareness, organizing structures that prioritize SEL alongside academics and equity, and securing long-term funding and staffing to ensure sustainability.

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According Wisconsin Department of Public Instruction, CASEL’s Theory of Action outlines how to implement systemic Social and Emotional Learning (SEL) effectively across schools, districts, and states. It’s built around four interconnected elements: (1) building foundational support and a strategic plan for SEL, (2) strengthening adult SEL competencies and capacity, (3) promoting SEL for and with students through intentional instruction and integration, and (4) using data for continuous improvement to refine practices and systems. This approach ensures that SEL is not just a classroom initiative but a coordinated effort embedded in the culture and operations of educational environments.

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The CASEL framework for Social and Emotional Learning focuses on five key competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—that help students navigate emotions, build positive relationships, and make thoughtful choices. It also emphasizes the importance of implementing SEL systemically across schools, families, and communities to create equitable and supportive learning environments.

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The focus of the CASEL framework is to address a range of social and emotional capacities that are essential for healthy individual development, as well as creating healthy classroom and school climates.

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This element enhances adults' self-awareness and interpersonal skills by providing them with SEL training. For example, it helps teachers recognize their own emotions to avoid bringing them into the classroom and master communication skills to interact better with students and parents. It also encourages adults to share practical experiences, enabling them to design more student-appropriate SEL activities and set examples through their own behaviors.

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The first key element guides the implementation and sustainability of SEL through cross-stakeholder teams, a shared vision, communication strategies, and systematic plans. For example, involving educators, families, etc., in jointly setting goals and clarifying steps to integrate SEL into curricula lays a solid foundation for sustainable progress.

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The primary focus of the CASEL framework is to support social and emotional learning (SEL) through a systemic approach. This involves cultivating the five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, across multiple settings, including classrooms, schools, families, and communities, to establish equitable and engaging learning environments.

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The primary focus of the CASEL framework is to support social and emotional learning (SEL) through a systemic approach. This involves cultivating the five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, across multiple settings, including classrooms, schools, families, and communities, to establish equitable and engaging learning environments.

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Group 1: Yiduo Tian, Yuxuan Liu, Xuanlin Wang, Yanning He, Xuanzhe Zhao, Novia Riski 

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Group 1: Yiduo Tian, Yuxuan Liu, Xuanlin Wang, Yanning He, Xuanzhe Zhao, Novia Riski 

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The Theory of Action that the CASEL framework is based upon is building the foundation and plan, strengthening adult competencies and capacity, promoting SEL for students and using data for continuous improvement.

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regular one's emotions, thoughts in different situations.

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own emotions, thoughts, values and understand will influence behavior.

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Group 1 - Novia, Xuanlin, Xuanzhe, Yanning, Yiduo, Yuxuan

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Group 1 - Novia, Xuanlin, Xuanzhe, Yanning, Yiduo, Yuxuan

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The main focus of the CASEL framework is to help students and adults develop five core social and emotional skills that support learning, relationships, and life success, which aims to build SES skills, support schools, guide educators, and promote equity. In practice, CASEL guides educators to design lessons, policies, and partnerships that reinforce them through school culture and community alignment

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This element advances SEL implementation and sustainability by integrating it into students' lives. For instance, it promotes integrating SEL into subject curricula and designing school activities like peer cooperation; meanwhile, it encourages family involvement, such as guiding emotional expression through parent-child interactions. It also establishes student feedback mechanisms, enabling them to participate in adjusting activities to ensure content fits their needs and sustain SEL implementation.

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What is the focus of the CASEL framework?

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What is the focus of the CASEL framework?

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What is the Theory of Action that the CASEL framework is based upon?

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What is the Theory of Action that the CASEL framework is based upon?

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How can the first key element (Build foundational support and plan) of the CASEL FRAMEWORK guide SEL implementation and sustainability? Discuss some of the activities given on the website.

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How can the first key element (Build foundational support and plan) of the CASEL FRAMEWORK guide SEL implementation and sustainability? Discuss some of the activities given on the website.

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How can the second key element (Strengthen adult SEL competencies and capacity) of the CASEL FRAMEWORK guide SEL implementation and sustainability? Discuss some of the activities given on the website.

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How can the second key element (Strengthen adult SEL competencies and capacity) of the CASEL FRAMEWORK guide SEL implementation and sustainability? Discuss some of the activities given on the website.