# data[].attributes.body
Leadership and development. Examples-

Train SLT

Integrate SE learning practices into faculty and department meetings to enhance implementation

Dedicated SE leadership position to over see sustained integration

Staff training

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Restoration- ensure culturally responsive practices 

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Restoration- ensure culturally responsive practices 

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Establish transparent communication channels to inform and engage the entire school community in understanding these alignments.

Collaborate with school engagement coordinators and parent program coordinators to promote awareness of SEE Learning

Assign dedicated individuals to facilitate the articulation and communication of alignment between restorative and culturally responsive initiatives

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Connection and community- cultivation of genuine relationships between students staff and parents 

# data[].attributes.subject
Connection and community- cultivation of genuine relationships between students staff and parents 

# data[].attributes.body
Engage all school staff and students in SEE Learning

Pupil voice

Utilize parent meeting spaces to introduce SEE Learning concepts and practices.

Share resources among the community

Expand communication channels to involve a larger parent and community audience.

Establish community spaces for facilitated conversations with parents

Promote parents and students practicing skills together and offer SEE Learning skills classes for parents.

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Staff have regular opportunities to

cultivate their own SECs, build trusting relationships, and maintain a strong community.

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Professional development for the work force. 

# data[].attributes.subject
Professional development for the work force. 

# data[].attributes.body
SEL core competencies are regularly and explicitly taught by all teachers in all classrooms, all year round. All the core SEL

competencies are taught.

Appropriately chosen, effective learning methods are used and there is a clear, coordinated sequence/progression in

children’s learning from the EYFS through Year 6.

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Students have consistent opportunities

to cultivate, practice, and reflect on social and emotional competencies that are developmentally appropriate and culturally responsive.

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Establish dedicated spaces and times within the classroom and schools to create a conducive learning environment for SEE Learning integration.

Assign dedicated certified SEE Learning facilitators who play a vital role in delivering the program effectively.

Regularly observe SEE classes and provide supportive, formative feedback to improve program quality.

Incorporate modern and relevant examples from students’ lives to emphasize and reinforce the practices and skills within the SEE Learning experiences.

Create processes that promote buy-in and co-creation by reducing the demands on teachers though structures of learning and support, and by providing teachers with time to learn and practice with the program during their initial exposure to SEE Learning.

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Educator support- Staff wellbeing Staff training and CPD

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Educator support- Staff wellbeing Staff training and CPD

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Cultivate staff well-being

Staff training and CBT on all SE practices and procedures

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Strength-based cultivation and student voice

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Strength-based cultivation and student voice

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Student school council

Peer leadership programmes

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SEL integrated with academic instruction.

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SEL integrated with academic instruction.

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SEL objectives are integrated into the instructional content and teaching strategies for academics and other school activities.

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Staff elevate a broad range of student perspectives and experiences by engaging students as leaders, problem solvers, and decision-makers.

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Supportive school and classroom climates.

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Supportive school and classroom climates.

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Schoolwide and classroom environments are supportive, culturally responsive, and focus on building relationships and community.

# data[].attributes.body
SEL is seamlessly integrated into a continuum of academic and behavioral

supports, which ensure that all student needs are met.

# data[].attributes.body
Families and school staff have regular and meaningful opportunities to build relationships and collaborate to support students’ social, emotional, and academic development.

# data[].attributes.body
Discipline policies and practices are

instructive, restorative, developmentally appropriate, and equitably enforced.

# data[].attributes.body
School staff and community partners align common language, strategies, and communication around all SEL-related efforts and initiatives.

# data[].attributes.body
Implementation and outcome data are collected and used to continuously improve all SEL-related systems, practices, and policies with a focus on equity.

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The school’s vision clearly integrates personal/ SEL and

academic development. Pupils, parents, staff and governors

have been involved in developing and renewing the vision

Leaders consciously model SEL competencies themselves

A team has been established with responsibility for SEL

development... whilst all school staff contribute to planning

how SEL will be taught and promoted in school

Regular CPD opportunities are provided to all staff to sustain

and enhance SEL work, including opportunities for staff

collaboration, mentoring and peer learning

Staff reflect on the quality of their SEL teaching and strive to

enhance it, with support from leaders

Leaders evaluate the impact of SEL opportunities on

children’s behaviour and attendance, personal and academic

development. They use impact data to refine and enhance the school’s approach to SEL

Leaders plan for sustainability through for example curriculum reviews which build in opportunities for developing SEL across subjects, and through recruitment and induction arrangements for new staff

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Pupil voice/student council, peer mentoring

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Staff training, staff wellbeing, staff involvement in policy development etc.

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SEL incorporated into lesson time, circle time, rotational class seating

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Language of the school reflects principles

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Engagement with families, family workshops, engagement with local communities

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Use of evidence based programmes or professional services. 

# data[].attributes.subject
Use of evidence based programmes or professional services. 

# data[].attributes.body
Tier 3- indicated support, Tier 2 selected support, Tier 1 universal support, trauma informed services, mental health services

# data[].attributes.body
Mental health services and trauma informed services.

# data[].attributes.body
Provide high-quality teacher training and ongoing support to ensure staff feel confident teaching the SEL curriculum and adapt it for diverse groups of pupils.

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students have opportunities to apply skills in different situations and observe them being practiced by adults and peers.

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Integrate SEL into the curriculum rather than delivering it in fragmented, one-off sessions.

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Integrate SEL into the curriculum rather than delivering it in fragmented, one-off sessions.

# data[].attributes.body
encourage the involvement of students in planning, implementing, and evaluating approaches to SEL. This would also ensure that the needs of diverse groups are considered.

# data[].attributes.body
encourage the involvement of parents in planning, implementing, and evaluating approaches to SEL. This would also ensure that the needs of diverse groups are considered.

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Ensure that targeted interventions to support children at particular risk of poor outcomes are accessible.

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within the context of a whole-school approach.

# data[].attributes.headline
Incorporate SEL into classroom activity/learning 

# data[].attributes.subject
Incorporate SEL into classroom activity/learning 

# data[].attributes.body
For pupils with emergent MH needs

# data[].attributes.body
All staff consistently and explicitly model the

SEL skills they want children to adopt – such

as articulating and regulating their emotions,

and using a structured problem-solving

approach to decisions or conflicts

SEL is embedded across the curriculum and

opportunities for collaborative learning are

frequent in every class

# data[].attributes.headline
WHOLE-SCHOOL ETHOS AND ACTIVITIES SELF-AUDIT

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WHOLE-SCHOOL ETHOS AND ACTIVITIES SELF-AUDIT

# data[].attributes.body
Children and families have helped shape SEL-based schoolwide norms/rules

School behaviour and anti-bullying policies are based on the principle that poor behaviour indicates a need for extra help with SEL, in the same way that children

struggling with academic learning receive extra help with reading, writing or maths

School systems for noticing and celebrating children’s successes have been planned to support SEL development and are used by all staff.

Assemblies regularly and explicitly link a whole-school SEL focus with children’s classroom work on SEL

Parents and the wider community understand how the school approaches SEL, and are supported in

reinforcing SEL development at home

The school physical environment has been carefully planned to support SEL development, for example

through calm-down corners/worry boxes/playground friendship stops

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Informs schools and teachers regarding guidelines & outcomes for SEL

Sets assessment standards

Guides integrated and sequential learning across schooling levels

Educators develop and adapt content for their settings

Education system, schools, teachers, evaluators

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Explicit staged lessons

Provides structure, content and resources to enable effective delivery of SEL

Emphasises sequenced in- depth teaching of explicit skills

Fidelity to programme guidelines supports effectiveness

Student learning

Teacher professional development

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Multi-level, curriculum, school- wide ethos & practices

Supports systemic implementation of SEL practices to enable generalisation across school & home settings

Multi-component approach involving schools, families, community

Tailors implementation for identified school needs

Brings all school staff, parents, community together to support student learning & development

Targets intensity of intervention according to need