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Social and Emotional Learning; Introducing the Issue

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Connect, Extend, Challenge Conectar, Ampliar, Desafiar Conecto, Amplio, Desafio

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Interesting to read a scholarly article. The Casel descriptors I am familiar with, but not the others.
Lots of evidence shown of the benefits of SEL.

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I am interested in looking at more research into the practice and benefits of SEL in different contexts, age groups, types of schools, etc.

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The testing/assessment of SEL skills is a very strange concept to me.
Student reflection, portfolios, narratives etc would be a much better method, I would think.

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This article was an effective summary of the first day of our session. It connected with many of the issues and challenges we discussed in Friday's sessions (embedding SEL into daily practices, ensuring student choice and voice, etc)

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I am interested in the final section in the article about policy and its role in making SEL more intrinsic to education policy.

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SEL as public health was a challenge to my thinking. Now, more than ever, public health and education seem so intertwined - I'm not sure how I feel about the level of responsibility this places on educators. Perhaps it is a dangerous precedent to explicitly state.

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The article confirmed a lot of what I already knew about SEL and it also highlighted that it's a difficult issue to get a handle on. The SEL skills needed vary greatly depending on context, age, culture, etc.

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I think that SEL is already embedded in the IB's educational philosophy, because there is a lot of overlap between the SEL frameworks of both CASEL and Jones with the LP, ATLs and the mission statement.
I'm wondering if the IB will look into expanding/refining the LP or the ATLs to emphasize the SEL skills even more.
I'm also wondering if there is a Canadian framework like CASEL.

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I would not like to see SELs formally assessed. I feel that this would be counterproductive, because one of the major reasons for the greater need of SEL is due to the heightened anxiety and stress levels arising from the heavy focus on assessment.

I would like to see how the discussion and research around this unfolds and develops further. There is definitely a need for it.

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The following quote from the article refers to "universal interventions having a substantial impact on public health". I'm concerned about the role of the educator. There needs to be a cultural shift to valuing SEL yet how can we create this shift. We cannot work in isolation. We cannot take on more without something being removed from our plate. In order to give SEL the attention it deserves, we cannot rush it or brush it aside. Yet the ratio of educator to student can be as high as 1:29. I'd like to see specific, actionable SEL training incorporated into teacher development so teachers have a "toolbox" of skills.
"SEL programs in all schools for all students (universal interventions) can have a substantial impact on public health because of the "prevention paradox," which states that overall public health is best achieved in the long run by providing intervention to all rather than targeted intervention only to those who are most in need of additional support."

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How can we alter the school environment so there is a culture of care first? I feel like there are so many balls in the air for a teacher. In order to meet all the demands we push through. Realistically there is only so much one can do at a time. When the teachers are stressed, how can they lead by example? People pick up others' energy. Somewhere pressure has to give.

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"Decades worth of research suggests that something other than academic skills and content knowledge strongly influences success in school beyond."
We cannot grow the fruit if we don't have the soil.

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this supported what I already knew about SEL and its importance in schools. It also affirmed how challenging it can be, and how support for teachers is necessary. The passage about teachers needing to take care of their own wellbeing to be able to focus on their students' SEL resonated with me.

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I also was thinking about the connections of the LP and ATLs in relation to SEL

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the end of the article was challenging...I wonder, when there is a big push to decolonize our classrooms (not from IB, but from BC curriculum), if standardizing SEL is really the direction IB should take. Why does it need to be measured or assessed? It seems counter to the entire philosophy of SEL to then try to create neat little boxes to put it (and therefore our students) in.

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Our school has adopted the framework of Positive Discipline to work with students who are struggling to meet the expectations of the school. It aligns with SEL because it focuses more on the social/emotional reasons behind the behavior. This article reinforces the need to align SEL with behavior/discipline policies in school.

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For me, I am interested to learn more about the developmental phases of students and how to structure SEL to align with the development of students (how it would look for PYP students vs DP students. Additionally, the assessment piece (last article) intrigues me. How do we do this so that it does 'feel' like an assessment to students?

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I would like to explore the notion of 'varied intervention'/variation in teaching social and emotional skills' in more detail. With the Advisory program at our school, I feel this would differentiate the learning to better suit the students in terms of development and need.

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Really interesting read! I’ve done some work with PBIS, and our school (loosely) utilizes this as a tool. I wonder which of the different frameworks this strategy falls into.

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It’s interesting to see how embedded SEL is in IB already. I’m curious if other school sites also run into the issue of common misconceptions about what MYP is with their parent communities. At our site, SEL is sometimes viewed as a “waste of time” by some families who are looking just for a rigorous academic curriculum.