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Most educators know that supporting students' social and emotional wellness is critical to their overall success. We can't expect students to process information when they're distracted, hungry, tired or feel unsafe.

Now that parents and caregivers are overseeing learning at home, we need to ensure that students continue to build and practice social and emotional skills in meaningful ways, especially when distractions and anxieties from current events and in their personal communities are at an all-time high.

Social emotional learning (SEL) strengthens us as individuals and as communities, especially during uncertain times. When we practice and build our skills in self-awareness, self-management, social awareness, relationship building and decision making, we are better equipped to navigate stressors, anxieties, and challenges. We can solve problems and work together to function at a higher level-in the classroom, at work and at home.

Regular practice is key, just as it is for any other skill like reading, math or shooting a basketball. The same ways we exercise our bodies or practice dribbling a ball, we have to practice identifying, expressing and managing our emotions. Empathy is a muscle we have to flex. By consistently doing so, when we encounter stressful situations, we have a toolkit that we can readily draw upon to help us navigate that stressor or de-escalate the conflict.

So how can we practice SEL at home? Here are ten tips that families can follow.

1. Take care of yourself, even when it feels like the last thing you can do right now.

In order to cultivate the social and emotional skills of young people, you must take care of your own mental, social and emotional wellness. Young children are sensitive to the stress of their caretakers.

We must stay calm and realistic. They sense when we are worried and anxious, and our emotions directly affect the emotions of our children. We must build in time, even if only 10 minutes a day, for our own wellness practices-journaling, going for a walk, meditating, exercising, for example. Much like putting on our own oxygen mask first before putting on a child's, we must take care of ourselves during this stressful time so that we're able to show up for others.

2. Establish routines and intentionality.

Routines ground us and provide a sense of safety and security. They are especially important for young children and children who have experienced trauma. Right now, amid the uncertainty of COVID-19, all of us are experiencing trauma. Disasters, forced isolation and other situations associated with the virus break students' usual routines.

Craft a daily routine for you and your children to stick to. Create intentional time and structure for social emotional learning. This would ideally be 5 to 10 minutes of dedicated practice every day. Use an evidence-based curriculum that provides a thoughtful scope and sequence, allowing students to build upon skills over time. At Move This World, we have opened up access to a library of free videos and activities to help you integrate this work into your home more easily.

3. Presence is not the same as being present.

Many parents may be more physically present than they ever have because they are now home. But that does not mean they are truly present due to increased work demands while supporting learning at home. Many of us are also stressed ourselves, making us less emotionally available.

It is important to dedicate structured time to connection and not assume that it will happen organically because we are more "present" now than ever before. Be intentional about when you're connecting with children and when you are working. Set daily times for playing together, reading books or singing songs.

4. Commit acts of service or kindness for others.

Practicing kindness for others helps us build an appreciation for our own lives and situations, in addition to improve our physical and mental health. Phone or write people you know who live alone or are on the frontlines to help them feel less isolated. Write a letter outlining the highlights of your day, or draw a picture of a joyful moment you've experienced or something you wish for someone else. Demonstrating kindness gives a more powerful message than just talking about it, and helps build gratitude during difficult times.

5. Engage in creativity together.

Being creative is an inherently vulnerable process, especially for older students and adults. By flexing our creative muscles, we can crack open pieces of ourselves that may otherwise be closed off, find opportunities to learn new things about ourselves and others, or learn new modalities to communicate.

Examples of creativity in action include cooking or baking together, doing puzzles, coloring or art projects, playing board games, or writing a poem or a song together. Moving together is doubly powerful in getting our blood flowing and activating kinesthetic empathy, or the ability to experience empathy through the movement of another human being. Try taking turns mirroring each other's movements or just having a dance party where you each create a new move and teach it to one another.

6. Celebrate what you can.

The days can seem long and hard to separate when they are often spent stuck inside. Try to find something small (or two or three things if you can!) to celebrate each day. Celebrate health, a new day, the sun shining. Journal three daily highlights or share them with each other. Research has indicated that when we stop to "savor the good stuff," we develop resilience to the negative events that may be happening in our lives.

7. Practice active listening.

Do not assume that you know exactly what your child is feeling or is afraid of. Ask questions, listen actively and model eye contact, and then explain what you can in response to their questions. Validate that you see and acknowledge their feelings, fears and concerns.

Research tells us to be careful in how we respond to fear and to be mindful not to redirect or diminish the feeling by saying things like, "there's nothing to be afraid of." By validating our child's emotions we help them better accept and understand their feelings, develop self compassion, and empathize with others.

8. Help your child express and name emotions.

This helps young people understand what it is that they're feeling. If children are struggling to identify their feelings, ask them to express it through drawing, a facial expression, or through a movement in their body. Older students can try journal prompts like: "If I were a weather reporter and my feelings were the weather, it would be _____ today." They may be able to describe a cloudy, gloomy day but not have the emotional vocabulary to specify their feelings.

9. Practice social emotional learning daily.

Building important habits takes practice, and just as you brush your teeth every day, students and adults need daily opportunities to identify, express and manage their emotions. Our emotions and stressors change hour to hour and day to day, and it's important that we check in with ourselves and those around us in order to understand what we all need in order to work through those feelings and move through them together.

10. Transition mindfully.

During times of stress and anxiety, it's easy to get pulled in by negative thoughts and emotions, and it is difficult to remain in the present moment. Transitions are already challenging for young children, so introduce mindful breathing as you transition between learning time, lunch time and play time. This could mean breathing in for a count of 4 and exhaling for a count of 4.

You could also quietly stretch your bodies and follow the leader, de-escalating and bringing down your "emotional temperature" so that we can quiet our bodies and minds and move on to the next thing with more focus. Identifying a color, and asking children to name everything in the room that's of that color, is another quick exercise that helps us focus and takes us away from a swirling stream of worry and confusion.

These are times filled with worry, fear and uncertainty. It is a challenge we didn't expect, and the obstacles are shifting each and every day. We need social and emotional skills more than ever, and we can lean into this event as a learning opportunity in how we react to stressful, overwhelming circumstances while juggling multiple responsibilities.

We will certainly not be perfect each moment of every day. But by opening an honest dialogue about our emotions and incorporating SEL into our days with intentionality, we are helping ourselves and our children now and for the future.

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10 Ways Parents Can Bring Social-Emotional Learning Home - EdSurge News

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Most educators know that supporting students' social and emotional wellness is critical to their overall success. We can't expect students to process information when they're distracted, hungry, tired or feel unsafe.

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💕디즈니 OST 피아노 연주 모음 Part 2 l Disney OST Piano Collection Part2 l for study, work, focus, relax

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Relaxing music relieves stress, anxiety and depression 🌿 Heals the mind, body and soul

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A Call to Action for Pride Month: Parents, It's Your Time to Show Up

Members of the LGBTQIA+ community including youth themselves are using every resource possible to fiercely advocate for their rights. We need parents and advocates to be loud allies for progress. Pride needs to happen every day and queer folks-especially our youth-shouldn't have to fight so hard. By Amber Leventry

Amber Leventry, Editor, News & Trends
The LGBTQIA+ community is like a prism: when given the proper light, it shines in infinite beautiful colors into a variety of angles.
- Amber Leventry, Editor, News & Trends

For more resources and support, visit TheTrevorProject, Suicide Prevention Hotline, Born This Way Foundation, The Gay, Lesbian, Bisexual, and Transgender National Hotline, Family Equality Council, Trans Lifeline, PLFAG, TextCrisesline.org, PleaseStay, itgetsbetter.org, and Qchatspace.org.

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The Parents Guide to Supporting LGBTQIA+ Kids

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Members of the LGBTQIA+ community including youth themselves are using every resource possible to fiercely advocate for their rights. We need parents and advocates to be loud allies for progress. Pride needs to happen every day and queer folks-especially our youth-shouldn't have to fight so hard.

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All teens feel sad or moody at times. But when a sad or bad mood lasts for weeks or longer - and when there are other changes in how a teen acts - it could be a sign of depression.

Depression can get better with the right therapy. But problems can last or get worse if they are not treated. Besides therapy, teens who feel depressed need extra support from parents and other adults in their lives.

If you think your teen is depressed, talk with them. Let them know you want to understand what they are going through. Listen if they want to talk.

Schedule a visit with their doctor or a therapist to check for depression. If your teen is depressed, the doctor can explain what they (and you) can do to help. It's best to treat depression early.

How Can I Tell if My Teen Is Depressed?

When teens are depressed, parents may notice a sad or bad mood that lasts for weeks or longer. They may notice other changes, such as:

Negative outlook. Teens who feel depressed may be hard on themselves or on others. They might focus on failures and setbacks. It may be hard for them to see the good parts of things, or the good parts of themselves.

Low energy, effort, interest, enjoyment. Teens may lose interest in things they used to enjoy. They may not seem to care. They may put less effort into schoolwork or tasks at home. Things seem to take too much effort. Nothing seems fun or enjoyable.

Changes in sleep. Teens may sleep more or have trouble getting up when they need to. They may have trouble sleeping.

Changes in eating. Some teens with depression show less interest in food and may lose weight. Some eat more than before and may gain weight.

Doing poorly at school. When a teen feels depressed, school work can seem harder. They may not complete their work, show effort, or study as much for tests. Their grades may drop.

Pulling away from friends and family. Teens may spend more time alone, less time with friends, or seem distant.

Risky or harmful behaviors. Depression can lead some teens to misbehave, get in trouble, or argue more. They may show risky behaviors. Some turn to alcohol, drugs, or to self-harm.

Thoughts or talk of suicide. Some depressed teens have thoughts of suicide. If you think your teen is thinking of suicide, ask them about it - calmly and with love. Knowing they have someone they can turn to can help protect teens from acting on those thoughts. It also lets you know if your teen needs immediate help.

If your teen is thinking or talking of suicide, find help and guidance right away. Visit the 988 Suicide & Crisis Lifeline website, or call or text 988. You can also take your teen to a hospital emergency room or call 911.

Is Your Child Depressed?

How can parents know what's typical moodiness and when there is a problem? Learn the signs of depression and ways to help your child feel better.

Why Do Some Teens Feel Depressed?

Teens may become depressed for different reasons. There's no single cause. Genes, hormones, and life events can all play a role.

Some teens may be more sensitive to depression because of genes they inherit. Genes influence areas of the brain that affect mood and energy. Teens who feel depressed may have family members who have been depressed, too.

Hormone changes that happen with puberty can affect mood. Some teens are sensitive to hormone shifts that happen with seasonal changes in daylight. They may become depressed at the same time each year, in fall or winter, when daylight hours are shorter. This is called seasonal depression (or seasonal affective disorder).

Life events and personal events may play a role. Many teens have been through loss, family hardship, family conflict, or difficult health challenges. Some have lived with violence or faced trauma. These things don't always lead to depression. But they can - even when teens get good support and have plenty of inner strength.

No matter what plays a role in why teens become depressed, the right treatment can help them get better.

What Is the Treatment for Depression in Teens?

There are several evidence-based treatments that work for depression in teens. They include these types of talk therapy:

cognitive behavioral therapy (CBT)

dialectical behavior therapy (DBT)

interpersonal therapy (IPT)

attachment-based family therapy (ABFT)

Each of these therapies targets different aspects of depression. Therapists might use a few of these in a teen's treatment. The details of treatment depend on what the teen needs and how severe their symptoms are.

Therapists plan each teen's treatment after first doing a careful exam. They will talk with you and your teen to explain the treatment they recommend. Sometimes, doctors also prescribe medicines to help teens who are depressed.

How Does Therapy Help Teens Who Are Depressed?

Therapy helps teens explore and resolve their depression. In therapy, teens may learn to:

feel understood and closer to others

talk about their feelings, thoughts, and events that matter to them

manage strong emotions and moods

reduce harmful or risky behaviors

regain energy and motivation

improve their emotions, thoughts, and outlook

learn and practice coping skills

restore healthy family bonds or boundaries, as needed

build on their inner strengths

find hope and healing, increase their joy and optimism

What Should I Do if I Think My Teen Is Depressed?

If you think your teen might be depressed:

Talk with them. Show extra love and support. Let them know you care and want to hear what they're going through. When they're depressed, many teens feel alone, distant, or unlovable. Small gestures of caring can help them feel less alone.

Take them to see their doctor. Set up a visit with your teen's doctor or a mental health provider to check for depression. Medical providers also can check for other health or mental health issues that might be causing your teen's symptoms. They can explain what they (and you) can do to help your teen.

Date reviewed: September 2021

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Depression in Teens: How Parents Can Help

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All teens feel sad or moody at times. But when a sad or bad mood lasts for weeks or longer, and when there are other changes in how a teen acts, it could be a sign of depression. Find out what to do.

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You are tired, stressed, and frustrated. You're not afraid of hard work, but this is different. Nearly half of all teachers report that a high level of daily stress is a problem, feeding a burnout crisis that requires immediate action. The good news is that we don't have to wait for anyone else to take action-curing burnout starts within, by normalizing teacher self-care.

Michelle Obama affirmed, "We need to do a better job of putting ourselves at the top our own 'to do' lists." Her words may sound counterintuitive to people who spend their lives serving others. But we can't serve our students well if our own energy is being critically drained by stress and fatigue. Here are five strategies that teachers can start using right away that will lead to better self-care.

The job of an educator is more complex than ever before. When you are busy-which is pretty much all the time-it's easy to think that everything matters equally. The problem with this approach is that there is simply not enough time in the day to do everything. Therefore, it is critical that you decide what matters most and spend the majority of your time doing that. The list of obligations and responsibilities assigned to you might be out of your control, but where you decide to focus is not.

Start by making a list of your top 10 priorities. Next, rank them in order of importance. Finally, circle your top three and cross out the bottom seven. What you circled is what you will focus on. Extremists say that you should ignore anything that is not in your top three. That is probably impossible, but you can give 95 percent of your focus to the top three and leave the remaining 5 percent of your energy to check in on the other seven items. I guarantee you will get more accomplished, have more time for yourself, and worry less about getting everything done.

I'll never forget seeing a former colleague of mine reading the newspaper and cutting out coupons-during the school day! I couldn't believe it. What made him think that this was okay? After further reflection, I fully understood their reasoning. This person was taking a few minutes to simply stop and relax their brain. It wasn't as if they spent a large portion of their day clipping coupons or reading the paper (5 minutes tops). In fact, most of their day was spent juggling 10 different tasks and doing so rather calmly, I might add.

As you go about your day, look for times when you can stop and relax your brain, even if it's only for a few minutes. I promise it will be a good use of your time. And, if you don't make the habit of pausing once in a while, your body and mind might just do it on their own-whether you choose to or not.

Vulnerability is one of those things that sounds easier than it actually is. It can be particularly difficult for stressed teachers, already with their guards up against physical and emotional harm, to be vulnerable. Yet, embracing vulnerability may be just the thing to help teachers feel better. As Brene' Brown wrote in The Gifts of Imperfection, "We have to own our story and share it with someone who has earned the right to hear it, someone whom we can count on to respond with compassion" (p. 9).

Four years ago, I began a podcast called My Bad. My guests are educators who come on to share one big mistake they made during their career in education. These educators' stories are powerful, brave, and reaffirming. Yes, listeners learn from hearing others' mistakes. More than anything though, they learn that they are not alone-and they give themselves a little grace.

One of the most recent lessons I've learned is that I don't have all the answers, nor should I. This sounds obvious, but it has taken me many years to recognize this fact. As the classroom teacher, I was the one in charge. I earned my degree, completed my internship, and therefore should be able to handle whatever comes my way. But there are days when I don't know what to do and-at the same time-I have colleagues who possess certain skills and knowledge that I don't. As a classroom teacher, I realized I had two choices: pretend and fail or ask for help. I chose to ask for help and am not ashamed that I still do it quite often. Why not ask for help? I'd want my colleagues to do the same if I could help them in some way. Once I normalized help-seeking, I was less stressed and recouped the time I would have spent fumbling in search of a solution.

While I believe these strategies will help you reduce stress and take better care of yourself, I have no doubt that there will be days when you feel as if you just can't go any further. I have been there. Six years ago, I had a mental breakdown that caused me to lose thirty pounds and many hours sleep.

Besides my wife and a few friends, I did not tell anyone what I was going through. If I had only reached out to others for help, I believe my situation would have been much different. As teachers, you hold the umbrella day in and day out, protecting your students from everything that could possibly harm them. You are their shield. The problem is, there comes a time when our arms get tired and our hands begin to shake. Continuing to hold the umbrella is almost impossible and can send us over the edge, physically and mentally.

Remember that it is okay to pass your umbrella so that you can rest and recover and, ultimately, take better care of those that you serve. If one of your colleagues reached out to you and asked if you could hold their umbrella, you wouldn't hesitate because that's what you do. You take care of each other and you take care of your students. It's time you start taking care of you.

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5 Strategies for Teacher Self-Care - ASCD

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You are tired, stressed, and frustrated. You're not afraid of hard work, but this is different. Nearly half of all teachers report that a high level of daily stress is a problem, feeding a burnout crisis that requires immediate action.

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Tier 1, 2, & 3 Positive Behavior Intervention & Support Systems

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Positive Thinking Affirmations Free Activity-

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Great ideas to get students' attention

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50 fun call-and-response ideas to get students' attention

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Call-and-response is a time-tested technique for getting attention. Instead of repeating yourself, train students to respond to a fun statement!

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Tinyurl.com/FresnoHighSE

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https://988lifeline.org

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Teen Line | Teens Support hotline - Connect, talk, get help!

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If you have a problem or just want to talk with another teen who understands, this is the place for you! Support, resources, and hope to any teen struggling.

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Crisis Lines
Institute on Aging Friendship Line
1-800-971-0016 FREE or 1-415-752-3778
http://www.ioaging.org/services-for-elders-and-care-givers/friendship-line
Provides 24/7 crisis intervention and emotional support to older adults who are depressed, bereaved, or lonely.

The Center for Violence-Free Relationships
530-626-1131
http://thecenternow.org/
The center provides a 24-hour crisis line; individual counseling, crisis counseling, and group support for victims; emergency food, clothing and transportation; legal assistance and accompaniment; a safe house; hospital and court accompaniment and advocacy; information and referrals; community education; school prevention programs; and training for volunteers.

24-hour support line: 530-626-1131
Live Violence-Free
530-544-4444
https://liveviolencefree.org/
(South Lake Tahoe 24-hour crisis line) 530-544-4444
County of El Dorado Crisis Lines
530.622.3345 (Placerville); 530.544.2219 (South Lake Tahoe)
http://www.edcgov.us/mentalhealth/
24 Hour Psychiatric Emergency Services
Suicide Prevention and Crisis Services (WellSpace Health)
1-800-273-8255 or (916)368-3111 or 1-800-SUICIDE
https://www.wellspacehealth.org/services/counseling-prevention/suicide-prevention
Nationally Accredited Suicide Prevention Crisis Center (AAS) available 24/7/365 Crisis Chat Instant Messaging support is available at http://suicideprevention.wellspacehealth.org ; Crisis Chat via TEXTING- Text the word HOPE to 916.668.iCan (4226) Follow up calls are offered to those in suicidal crisis and survivors of suicide loss Emergency Department Follow Up program available ASIST and SafeTALK workshops Business Office: (916)368-3118
Institute on Aging Friendship Line
1-800-971-0016
1-415-752-3778
http://www.ioaging.org/services/cesp_suicide_prevention_help.html
Provides 24/7 crisis intervention and emotional support to older adults who are depressed, bereaved, or lonely. 1-800-971-0016 http://www.ioaging.org/services-for-elders-and-care-givers/friendship-line

Programs
Friends for Survival
Susan Salluce 530-306-2787
http://www.marshallmedical.org/?id=311&sid=1 www.FriendsForSurvival.org
Friends for Survival is dedicated to providing a variety of peer-support services that comfort those in grief, encourage healing and growth, foster the development of skills to cope with a loss from suicide, and educate the entire community regarding the impact of suicide.
National Alliance on Mental Illness (NAMI) chapter
El Dorado County Western Slope Contact: Jan Melnicoe (530) 621-4834 or South Lake Tahoe Contact: Jeanne Nelson (650) 740-5776
https://namieldoradocounty.org/
NAMI California is a grass roots organization of families and individuals whose lives have been affected by serious mental illness. We advocate for lives of quality and respect, without discrimination and stigma, for all our constituents. We provide leadership in advocacy, legislation, policy development, education and support throughout California.
PFLAG
(530) 621-6700
http://www.pflagplacerville.org/
PFLAG is a national organization that started in 1972, and has since opened affiliate chapters in more than 460 communities across America. PFLAG stands for Parents, Families, and Friends of Lesbians and Gays (and also includes and supports bisexual and transgendered individuals.) PFLAG's mission is to promote the health and well-being of gay, lesbian, bisexual, and transgendered persons (referred to on this site as the GLBT community), and their families and friends.

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Suicide Prevention Awareness | Know the Warning Signs of Suicidal Behavior

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Although the warning signs of suicide can be subtle, they are there. By recognizing these signs, knowing how to start a conversation and where to turn for help, you have the power to make a difference - the power to save a life.

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Fresno EOC Sanctuary LGBTQ Resource Center

The Sanctuary LGBTQ+ Program provides support services to those of all ages in the LGBTQ+ community, including access to the safe and inclusive Q-CARE (Community, Advocacy, Resources & Equity) Center.

Call or Text 559-325-4527
1250 Fulton Street
Fresno, CA 93721
facebook.com/FresnoEOC.LGBTQ/

The Trevor Project

The Trevor Project offers 24/7 support to LGBTQ+ young people via phone, text or chat.

1-866-488-7386
TheTrevorProject.com

Trans Lifeline

Trans Lifeline offers emotional and financial support to members of the transgender community.
1-877-565-8860

LGBT National Senior Hotline

The LGBT National Senior Hotline provides peer support and resources for the senior community.
1-888-234-7243

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The Sanctuary LGBTQ+ Program provides support services to those of all ages in the LGBTQ+ community, including access to the safe and inclusive Q-CARE (Community, Advocacy, Resources & Equity) Center. Call or Text 559-325-4527 1250 Fulton Street Fresno, CA 93721 facebook.com/FresnoEOC.LGBTQ/ The Trevor Project offers 24/7 support to LGBTQ+ young people via phone, text or chat.

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This Virtual Calming Room is a place for students and families to find tools and strategies for managing emotions and feelings.

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When you are struggling with managing emotions, your CNUSD School Counselors want you to know that your feelings are valid , no matter what they are. You might feel scared, confused, overwhelmed, angry, alone, grateful, or completely calm. Your feelings are normal; the situation is not. Don't forget to breathe .
Th is Virtual Calming Room is a place for students and families to find tools and strategies for managing emotions and feelings. We are here to support you! -CNUSD School Counselors
Disclaimer: The following links are purely for educational purposes and are not intended as psychological interventions or as a substitute for psychological treatment. If you are in need of psychological help, you should seek the consultation of a licensed mental health professional.

The School Counselor's in CNUSD address the needs of students in all three domains; academic, social emotional, and career development as well as helping create a positive and safe learning experience. CNUSD School Counselor's will also support students as they face issues that prevent their healthy development. Our hope is that the CNUSD Virtual Calming Room will meet the students needs in all areas.

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When you are struggling with managing emotions, your CNUSD School Counselors want you to know that your feelings are valid, no matter what they are. You might feel scared, confused, overwhelmed, angry, alone, grateful, or completely calm. Your feelings are normal; the situation is not. Don't forget

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Let's meet this moment together - Calm Blog

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Without a doubt, many of us are feeling anxious as we navigate the uncertainty of COVID-19. We're feeling it too, and we wanted to share some of the tools we're using to take care of our minds and stay grounded.