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SEL 101: What are the core competencies and key settings?

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CA Social and Emotional Learning -  Guiding Principles

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CA Social and Emotional Learning -  Guiding Principles

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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T-SEL Competencies and Conditions for Thriving

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T-SEL Competencies and Conditions for Thriving

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Supporting Resilience in Schools - Mental Health (CA Dept of Education)

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Provides information and resources for educators, parents, and communities working with those who have experienced trauma.

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Mitigating the Impact of Student Social Isolation

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Mitigating the Impact of Student Social Isolation

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Mental health issues among children and youth have been magnified by the continued pandemic and other conditions we continue to navigate through such as wildfires, environmental changes, political divide, racism and other inequalities. Addressing the mental wellbeing of our children and youth has never been more critical.

According to Mental Health America's (MHA) 2020 State of Mental Health in America report , which compiled data from over 1.5 million responses to MHA Screening from January to September 2020. " Young people are struggling most with their mental health. The proportion of youth ages 11-17 who accessed screening was 9 percent higher than the average in 2019. Not only are the number of youths searching for help with their mental health increasing, but throughout the COVID-19 pandemic youth ages 11-17 have been more likely than any other age group to score for moderate to severe symptoms of anxiety and depression. "

Additionally, Children Now's 2020 California Children's Report Card highlights the severity of the mental health needs of our youth and calls for immediate, increased mental health services to relieve the pressure on schools. The report highlights the increase in hospitalizations among California kids and identifies mental illness as the primary leading cause for hospitalizations. The report also highlights that the majority of youth with a substance use disorder (SUD) also have a co-occurring mental health condition.

Providing resources and supports to local educational agencies (LEA) that will help students process the turmoil of our current conditions is a priority for the California Department of Education (CDE). The CDE has partnered with the Department of Health Care Services' CalHOPE, Blue Shield of California's Blue-Sky Initiative, the Mental Health Services Oversight and Accountability Commission (MHSAOC), Wellness Together, BeingWellCA, and Architects of Hope to offer the Angst; Building Resilience Program to all public middle and high schools and charter schools, at no cost.

The Angst: Building Resilience Program highlights the prevalence of anxiety among children and youth and directly addresses its causes and provides solutions for a hopeful future. Angst removes the stigma and opens up the conversation around anxiety, helping people understand and manage their symptoms, and when to reach out for help. Most importantly, it shows people that they are not alone, and that anxiety is 10 percent treatable.

This hopeful and inspiring film has helped over 2 million people around the world, weaving in the personal stories of those suffering with expert perspectives, who break down what's going on, how to deal with it, and how to help others. Michael Phelps shares his own anxiety story, proving that anxiety can affect everyone, and there is no shame in asking for help. For many, watching Angst has been a catalyst for changing their lives for the better.

Delivered virtually to in English or Spanish, as well as to parents and families at home. The Angst film is available for California parents, guardians, and school staff to watch on the first and third Wednesday of the month between 5pm-9pm through December 31, 2022. Please visit the Angst: Building Resilience Program web page to register to stream the film at:
Additional information and to register your school/district (English) Additional information and to register your school/district (Spanish)

To learn about best practices in implementation, join the iNDIEFLIX Office Hours every Wednesday on Zoom 3:30-4:30 p.m. PST. Meeting ID: 879 8742 9027, Passcode: 575434

This statewide initiative is made possible with funding from the California Department of Health Care Services' CalHOPE Crisis Counseling Program and Blue Shield of California's Blue-Sky Initiative. The CalHOPE Crisis Counseling Program is made possible through a grant from the Federal Emergency Management Agency and the Substance and Abuse Mental Health Services Administration.

Last Reviewed: Wednesday, March 30, 2022

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Mental health issues among children and youth have been magnified by the continued pandemic and other conditions we continue to navigate through such as wildfires, environmental changes, political divide, racism and other inequalities. Addressing the mental wellbeing of our children and youth has never been more critical.

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Mental health services in schools include a broad range of services, settings, and strategies. Psychological and mental health services in schools apply learning theory for individuals and groups to improve instruction and coordinate and evaluate plans to meet unique individual needs for learning or behavior problems. School psychologists also use research to design prevention and intervention programs, and provide crisis intervention, suicide prevention, and other mental health strategies as part of a student support services team. Mental health services that are provided in schools may include academic counseling, brief interventions to address behavior problems, assessments and referrals to other systems. Providing mental health services in a school based setting helps address barriers to learning and provide supports so that all students can achieve in school and ultimately in life. Schools are also places where prevention and early intervention activities can occur in a non-stigmatizing environment.

The Mental Health Services Act (MHSA), also known as Proposition 63, was enacted by voters in November 2004. The intent of this law is to transform the mental health system in California, from a fail first system to a sweeping transformation of funding and delivery of mental health services. Among the key principles that are embedded in the MHSA are increased involvement of stakeholders in the design of the new system, and an emphasis on services and strategies that maximize successful outcomes.

The MHSA provides a new opportunity for the fields of education and mental health to work together to assist California's children and youth in achieving their educational and personal goals. Data show that mental health issues can lead to school failure and dropping out as early as middle school. Students who are exposed to violence have higher suspension and expulsion rates and lower school attendance and grades.

The majority of funds available through the MHSA are for local assistance efforts, administered through the county mental health agency. Local planning efforts for the MHSA's Prevention and Early Intervention component began in August 2007.

For more information about how to become involved in local mental health planning efforts, contact the MHSA Coordinator in your county.

Questions: School Health and Safety Office | 916-319-0914

Last Reviewed: Friday, March 11, 2022

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Mental health services in schools include a broad range of services, settings, and strategies. Psychological and mental health services in schools apply learning theory for individuals and groups to improve instruction and coordinate and evaluate plans to meet unique individual needs for learning or behavior problems. School psychologists also use research to design prevention and intervention programs, and provide crisis intervention, suicide prevention, and other mental health strategies as part of a student support services team.

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Supporting Resilience in Schools - Mental Health (CA Dept of Education)

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Provides information and resources for educators, parents, and communities working with those who have experienced trauma.

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Supporting Resilience (CDE) - Additional Resources

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Supporting Resilience (CDE) - Additional Resources

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Universal Social, Emotional, and Behavioral Screening for Monitoring and Early Intervention

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Universal Social, Emotional, and Behavioral Screening for Monitoring and Early Intervention

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Meagan O'Malley, Katie Eklund

This practical guide from Project Cal-Well shares tips for selecting and implementing universal social, emotional, and behavioral screenings. These screenings support providers to intervene early and ensure that all children have access to supports that they need to be well and achieve personal and academic success. The guide provides characteristics and examples of high-quality screening instruments, guidance on who should conduct screens and when, solutions for addressing concerns about universal screening tools, key resources, and a spotlight on one school district's efforts to implement universal screenings for student wellness.

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Universal Social, Emotional, and Behavioral Screening for Monitoring and Early Intervention - California Safe and Supportive Schools

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Meagan O'Malley, Katie Eklund This practical guide from Project Cal-Well shares tips for selecting and implementing universal social, emotional, and behavioral screenings. These screenings support providers to intervene early and ensure that all children have access to supports that they need to be well and achieve personal and academic success.

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Universal Social, Emotional, and Behavioral Screening During the COVID-19 Pandemic: Considerations for Practice

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Universal Social, Emotional, and Behavioral Screening During the COVID-19 Pandemic: Considerations for Practice

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Universal Social, Emotional, and Behavioral Screening During the COVID-19 Pandemic: Considerations for Practice

Natalie Romer and Katie Eklund

Download Resource

This practical guide from Project Cal-Well summarizes key considerations and includes recommendations for schools and districts implementing social, emotional, and behavioral screening during the ongoing COVID-19 pandemic. Two partnering Project Cal-Well districts share examples of how they have gathered data to identify the behavioral and mental health support needs of their students.

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Universal Social, Emotional, and Behavioral Screening During the COVID-19 Pandemic: Considerations for Practice - California Safe and Supportive Schools

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Natalie Romer and Katie Eklund Download Resource This practical guide from Project Cal-Well summarizes key considerations and includes recommendations for schools and districts implementing social, emotional, and behavioral screening during the ongoing COVID-19 pandemic. Two partnering Project Cal-Well districts share examples of how they have gathered data to identify the behavioral and mental health support needs of their students.

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CA MTSS Resources for Developing a Comprehensive Assessment System

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CA MTSS Resources for Developing a Comprehensive Assessment System

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CA MTSS_Resources for Developing a Comprehensive Assessment System

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Assign a representative multidisciplinary leadership team

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Assign a representative multidisciplinary leadership team

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Use data to determine students' SEL needs and level of support required for success

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Use data to determine students' SEL needs and level of support required for success

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Coherence & alignment across culturally-responsive SEL, academic and behavioral strategies

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Coherence & alignment across culturally-responsive SEL, academic and behavioral strategies

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Select small group and individual-level interventions for students who need additional SEL support

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Select small group and individual-level interventions for students who need additional SEL support