# data[].attributes.attachment_link.readable_text
Over 1.1 billion simulations delivered

160interactive simulations

97language translations

3001teacher-submitted lessons

Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

# data[].attributes.attachment_link.description
Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

# data[].attributes.attachment_link.readable_text
Hi there. We're ExploreLearning!

We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

What's this serious fun business all about? Tell me more...

# data[].attributes.attachment_link.description
We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

# data[].attributes.headline
Great platform for creating online posters

# data[].attributes.subject
Great platform for creating online posters

# data[].attributes.attachment_link.title
Poster Templates & Social Media Graphics

# data[].attributes.attachment_link.description
Customizable flyers, posters, social media graphics and videos for your every need. Choose from thousands of professionaly designed templates and customize in minutes. Web quality graphics for FREE! Anyone can do it, no design skills needed! Prices start from only $2.99!

# data[].attributes.body
Teach your scholars using this tutorial

# data[].attributes.attachment_link.title
Weebly Tutorial - Build Your Own Free Website

# data[].attributes.attachment_link.title
Nearpod: Foster a love of learning in every student

# data[].attributes.attachment_link.description
Create active learning experiences students can’t wait to be a part of.

# data[].attributes.attachment_link.readable_text
Run pulse-checks with quiz, polls and other questions to collect valuable student feedback. For example, pre-assess knowledge, or find out how students are feeling in general. Kahoot!'s visual reports on live games and challenges will help you with formative assessment: see how the class performed, identify difficult questions that need followup, and reinforce learning.

# data[].attributes.attachment_link.title
Online games | Kahoot! - Your distance learning platform

# data[].attributes.attachment_link.description
Inspire your students to play thousands of online games. Reach students even when they're not at school with Kahoot!

# data[].attributes.attachment_link.readable_text
We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

# data[].attributes.attachment_link.title
Flip is a video discussion and sharing app, free from Microsoft.

# data[].attributes.attachment_link.description
Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

# data[].attributes.attachment_link.readable_text
Explain Everything for the classroom

Teach. Learn. Empower.

Try it now

Instruct in real time

Create presentations that move at the modern speed of learning. Use video, notation, and audio recording to bring your instruction to life.

Present with an interactive whiteboard

Students as teachers

Strengthen leadership and collaboration skills by giving students the tools to create and share their own tutorials, animated stories, and presentations.

Create videos

Teaching that sticks.
Make every activity compelling with easy-to-create videos and interactive experiences. Start from a blank canvas or prepare materials in advance, with the option to provide verbal or visual feedback and adjust content on-the-fly.

Explain Everything in action.

See how others are using Explain Everything to create engaging learning experiences.

Success Stories

Explore curated staff picks, get tips and tricks, or learn from our tutorial database.
Explore Projects

Special EDU Offer

Discounts for students and teachers in primary and secondary schools around the world.

Check out EDU Discounts

# data[].attributes.attachment_link.title
Education | Explain Everything Interactive Learning

# data[].attributes.attachment_link.description
Create interactive learning experiences where students and teachers can share thoughts and ideas in real-time.

# data[].attributes.attachment_link.description
Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

# data[].attributes.attachment_link.readable_text
What is Writable?

Writable scaffolds student learning and builds lifelong writing and reading skills for students in grades 3-12, while saving teachers time on daily instruction and feedback.

What is Writable?

Writable scaffolds student learning and builds lifelong writing and reading skills for students in grades 3-12, while saving teachers time on daily instruction and feedback.

The path to your best instruction

Reach students in the moment

Give students targeted feedback and instruction when it matters most.

Reach students
in the moment

Give students targeted feedback and instruction when it matters most.

"Writable is an incredible tool that provides incredible feedback. It is extremely inspirational to see my students grow as they use Writable!"

Deborah Gilfillan

Glynn County Schools

Teaching for impact

Writable's research-backed solution is proven to grow great writers. As students write, cycles of feedback and revision drive them towards improvement and growth.

Prep & Planning

Power up your creativity and prep with AI prompt, assignment, and question suggestions

Grading & Feedback

Deliver rubric-aligned AI suggested comments and scores that drive more targeted revision

Student Engagement

Automatically group students by proficiency to communicate with them earlier, in the moment

Meets your needs

Writable supports your unique classroom goals.

Unparalleled Support

Everything you need to succeed right away, including live chat and teacher-friendly resources.

Educator stories

Learn how educators like you have transformed their classrooms with Writable.

Trusted by educators

# data[].attributes.attachment_link.description
Writable scaffolds student learning and builds lifelong writing and reading skills for students in grades 3-12, while saving teachers time on daily instruction and feedback.

# data[].attributes.attachment_link.description
This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

# data[].attributes.attachment_link.readable_text
It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

# data[].attributes.attachment_link.title
Newsela | Content and assessment platform

# data[].attributes.attachment_link.description
Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

# data[].attributes.attachment_link.description
What is it? Based on the four domains of the Social Justice Standards (Identity, Diversity, Justice and Action), our Learning Plan Builder allows you to select meaningful student texts, choose how you’ll teach them and how you’ll assess student learning. Starting with an essential question that ti…

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
List of Culturally Diverse texts for Middle School

# data[].attributes.subject
List of Culturally Diverse texts for Middle School

# data[].attributes.attachment_link.readable_text
If you've kept up with the young adult book world recently, you have certainly noticed that diverse YA books with big, important topics are exploding right now. I love that many middle grade books have also started to embrace today's tough subject matter without shying away from the difficulties of growing up in a complicated world.

I have recently found myself gravitating more toward contemporary middle grade books with diverse characters because they oftentimes provide me, as well as young readers, with the opportunity to think long after the final page is turned about themes ranging from important social issues to difficult-to-grasp concepts to universal experiences related to adolescence. Below I've rounded up a list of diverse books for tweens that truly feel contemporary. They all do a great job of making the middle grade "voice" sound as authentic and real as possible and they resonate with the times in which we live today.

by Mae Respicio

Lou Bulosan-Nelson shares a room with her mom in her grandmother's house, but longs for a place of her own where she can escape her crazy but lovable extended Filipino family. So she plans to spend her summer building a 100-square-foot tiny house. In the end, Lou finds herself constructing a deeper meaning of home and family.

by Jason Reynolds

In this first installment of Reynolds's Track series, follows a boy nicknamed Ghost who is fast. When he unintentionally ends up participating in a local track team's practice, he leaves the other runners in the dust. Coach offers Ghost a spot on the team - but it means he's going to have to work hard and follow all the rules in order to compete. Ghost is a rich, relatable story about true resilience.

# data[].attributes.attachment_link.title
11 Contemporary Diverse Novels for Middle Grade Readers | Brightly

# data[].attributes.attachment_link.description
These diverse middle grade books feel truly contemporary. They offer authentic stories driven by character development, rich narrative voice, and modern-day plots, and they don't shy away from difficult-to-grasp concepts.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
2020-2021 -- Character Padlet -- Lots and lots (and lots!) of SEH resources

# data[].attributes.subject
2020-2021 -- Character Padlet -- Lots and lots (and lots!) of SEH resources

# data[].attributes.headline
CASEL -- Cutting edge research on all-things SEH/SEL

# data[].attributes.subject
CASEL -- Cutting edge research on all-things SEH/SEL

# data[].attributes.attachment_link.title
Advancing Social and Emotional Learning - CASEL

# data[].attributes.attachment_link.description
CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

# data[].attributes.attachment_link.readable_text
Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

# data[].attributes.attachment_link.title
Learning for Justice | Education Resources

# data[].attributes.attachment_link.description
Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.attachment_link.readable_text
Make a Gift Today
We've kicked off our annual fundraising campaign and we hope we can count on your support. Make a statement about the kind of community you want to live in and the future you want to see

Take Five: Classroom Activity
One of the great things about mindfulness is that it helps us insert pauses throughout the day. Try this Take Five exercise and print a poster for your classroom.

Mindful Communication, December 7
Discover tools and insights of nonviolent communication and the science of nervous system regulation to create more trust, cooperation, and collaboration.

We empower school teams to build upon their unique strengths to achieve their community's vision of wellness.

Our team of classroom teachers, administrators, and implementation specialists draws from lived experiences and expertise to design programs that are impactful and relevant for educators.

"Mindful Schools is our go-to organization when it comes to training and resources-- what we do, how we do it, and why we do it. We were searching for that, literally for years."

- Robert Caplinger, Elementary School Principal
Laveen, AZ

Schools are facing a mental health crisis, with anxiety, stress, and burnout at record levels. But it doesn't have to be this way. We take an integrated approach to create healthy school cultures in which every person feels valued, engaged, and ready to learn.
Ready to build resilient schools and districts?

Over 70,000 educators have started their mindfulness journey in a Mindful Schools workshop and 101 course. View our Program Catalog, explore upcoming programs, and join us in nurturing a new generation of leaders to create a more equitable and thriving world.

LIMITED OFFERINGS

New Year Retreat
Learn About Retreat
Sat, Jan 27, 2024

Virtual Mindfulness Retreat
8AM-1PM PT / 11AM-4PM ET
Registration Deadline: Jan 25

201 Live Intensive
Learn About 201 Live Intensive
July 2024

Join this powerful, 2-week live experience of our 201: Mindfulness in the Classroom course over the summer when you have more dedicated time to dive into the richness of the course content.

Communicate for a Change

Wed, Feb 28

Virtual Workshop:
1PM-2:30PM PT | 4PM-5:30PM ET

Disrupt communication habits that leave educators and students feeling drained and disconnected. Learn to shift this dynamic and build more authentic connection. Learn more.

# data[].attributes.attachment_link.title
Mindful Schools | An Integrated Approach to Create Equitable and Joyful School Culture

# data[].attributes.attachment_link.description
We help educators create equitable and joyful learning environments that center collective well-being. Mindful Schools has trained over 70,000 educators. What's New at Mindful Schools Make a Gift Today We've kicked off our annual fundraising campaign and we hope we can count on your support.

# data[].attributes.attachment_link.readable_text
I was bullied in high school. The bullying took the form of humiliation, physical assault, and mental torment. At the time, it was simply thought of as "kids being kids." Not a single administrator or teacher did anything to check in, help me, or stop the bullying. Many of my teachers laughed it off when they witnessed it.

This had an impact on my self esteem and my beliefs about people's intent - at work and in other aspects of my life. At the same time, I have always had the ability to see the many sides of conflict. Since elementary school, I have been the go-to mediator with peers, co-workers, and beyond. I have been building my empathy muscle my whole life.

My professional path brought me to community mediation at a nonprofit and it was in this role that I first learned about restorative justice. Since then, I've dedicated my work to building restorative justice programs at the Alameda County Juvenile Justice Center and in school districts such as Berkeley Unified and Oakland Unified School Districts.

What is Restorative Justice?

Restorative justice views "harm" as a fracturing of relationships, rather than something that demands punishment. A restorative justice process is a way to uncover true needs and heal relationships via meaningful accountability.

How might restorative justice apply to a conflict? Restorative justice allows the impacted parties to talk about what happened, how they are feeling about it now, the impact it had on everyone, and ultimately what can be done to make it as right as possible. Restorative approach can help school communities avoid the need for exclusionary discipline and reduce repeated offenses. People who have been harmed often have questions that only the person that harmed them can answer. Often time these questions are simple like "why me?" or "what led you to do this to me?" The process allows for these and other questions to be answered and to begin the healing process.

Restorative justice originates from an indigenous paradigm - it is community based, relational, and inclusive. The process creates equity by giving everyone a space to talk and be heard and by addressing the root cause of harm. We often say harmed people harm people, so it is important to uncover and address the original harm too. The restorative talking circle process is often implemented to start this conversation.

Restorative Talking Circles and SEL

One restorative practice that is supporting SEL in classrooms is the use of restorative talking circles. Circles are an effective way of building a community where people feel connected and develop communal ownership of the classroom. This kind of connectedness creates an environment where authentic engagement and deep learning can happen. Students may bring their cultural values into the space, creating a shared ownership of the classroom.

Circles typically start with an opening practice, for example a few minutes of mindfulness, to create an intentional space. The opening is followed by a "check-in" with each of the members of the circle. When first establishing the circle, the group may co-create shared guidelines and discuss personal and shared values. This lays the foundation for a rich and meaningful dialogue followed by a check out and closing.

If the circle is a response to harm or conflict, we may discuss what happened and the impact. We eventually discuss how to make things as right as possible and come up with a plan to repair the relationships and re-weave the fabric of the community. The ability to make something right - or as right as possible - is a gift that all people impacted by harm deserve.

Simply by sitting in a restorative circle in the classroom, students learn valuable social and emotional skills such as patience, empathy, active listening, and impulse control. These skills fall into the five SEL competencies that the Collaborative for Academic and Social Emotional Learning (CASEL) supports schools in teaching and practicing: self awareness, self management, social awareness, responsible decision making, and relationship skills.

Not only does a restorative circle allow people to practice these skills, it can also be used to explicitly teach them. For example, one could do a circle on what it means to be an ally, what respect looks, sounds and feels like in our classroom, or to make a consensual decision about something that affects the community?

Restorative justice is a values based practice. In a circle, shared guidelines and values are always created as a group before the main discussion. We generally use the same core guidelines across the school district and then invite additional ideas for the discussion. We adapted a version of guidelines set forth by Kay Pranis and Carolyn Boyes-Watson in their book "Circle Forward, Building a Restorative School Community", Living Justice Press 2014. They are:

Respect the talking piece - A meaningful object is passed around the circle. The person holding it is the only one that speaks. Everyone else actively listens.

Speak and listen from the heart - Speak your truth and listen with an open mind.

Speak and listen with respect - Pay attention to your triggers and how you express yourself.

Remain in circle - Be present.

Honor privacy - Keep the conversation private. Participants may discuss the level of confidentiality they feel they need.

It is important to build a foundation in shared values so that all participants, especially students, can bring what is important to them (family, culture) into the space. This allows for a classroom to be a shared space rather than the teacher's room. Teachers do not need to be experts in their students lives, and they cannot control what a young person may experience outside of the classroom, at the same time they can provide opportunities to create a learning environment that resonates with a student based on what the student has indicated in circle is important to them.

Student Leadership: The Circle Keepers

A major tenet of restorative justice is working with people rather than doing to them. To support this, every year in Oakland hundreds of youth are trained as circle keepers to support circles in the school community. This supports students as leaders and encourages them to engage in their own education. In their training, youth are not being manipulated to do things adults should do; rather students are empowered to participate in and lead restorative justice because it resonates with them. We must ask ourselves who are we doing this for, students or adults? Do adults want students to learn self management so they can be quiet, orderly and compliant, or do we want them to practice that competency so they may create and maintain positive relationships during and after their education?

By sharing the circle keeper role, adults working in restorative schools are practicing and learning SEL skills alongside students. As teachers learn alongside students, they become more aware of their own biases and triggers. Often adults become more aware of how their behavior can impact children in a positive way - especially youth of color, and students who express their gender in non-heteronormative ways, who feel adult bias the most.

How to Get Started

There is no plug and play model for implementing restorative justice practices at a school. Restorative justice implementation is profoundly related to the eco-system of each school or district. Schools must first assess the environment for readiness. Administrators, teachers, students and parents can identify what factors conducive to restorative justice are already in place and what they can do better. All staff should be trained and receive coaching and feedback throughout the year.

The OUSD Restorative Justice Implementation Guide is a navigational tool we developed in Oakland in partnership with Restorative Justice for Oakland Youth (RJOY) to help members of the school community identify indicators such as: What's working in our school? What could we do better? What positive things are happening that RJ can support? What do we need to rethink?

It is difficult to implement restorative justice on a piecemeal basis. Restorative justice is a school wide phenomenon and more effective to implement if most, if not all, of the teachers are trained in circles and receive coaching support as they learn the art of circle-keeping. Student leadership can expand to include restorative practices for community building and responding to harm and conflict.

Restorative Justice and Creating Safe Spaces

Today's students want to engage with school curriculum, but in a culturally relevant way. They want to soak up what the teachers are trying to give them, but many of them need a space that creates safety first. Students may need to break free from the cycle of harm and aggression that experiencing trauma can set in motion. According to a 2017 report from the National Survey on Children's Health, 46% of all children in the US have experienced at least one adverse childhood experience (ACE). Bringing restorative justice practices into schools and districts can help to provide an environment where they can heal and break the cycle.

Each day when I go to work at Oakland Unified School District I ask myself how I will transform this system rather than become it. It takes a relentless intentionality and a deep commitment to self reflection. Restorative justice practices help me and others in our school community practice and build our social and emotional skill set so that we can be in right relationship with each other and create a place and space where robust and engaging learning can happen. We need to radically shift the way we have been educating our students for the last 150 years to something that works for all of our young people now.
David Yusem coordinates the Restorative Justice program at Oakland Unified School District (OUSD). This year, the district was able to maintain full time Restorative Justice staff at over 26 school sites to support the implementation of Restorative Justice programming district-wide. The RJ program at OUSD is considered a National model for the implementation of restorative practices in schools. Prior to working at OUSD, David managed the community mediation program at SEEDS Community Resolution Center, and founded their restorative justice program. David has also initiated Restorative Justice pilot programs at the Alameda County Juvenile Justice Center and Berkeley Unified School District.

# data[].attributes.attachment_link.title
Restorative Justice in Schools: SEL in Action

# data[].attributes.attachment_link.description
https://youtu.be/oc23H6RxWRo I was bullied in high school. The bullying took the form of humiliation, physical assault, and mental torment. At the time, it was simply thought of as "kids being kids." Not a single administrator or teacher did anything to check in, help me, or stop the bullying.

# data[].attributes.body
Useful SEL lesson plans

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.headline
Trauma-Informed approach to teaching through COVID

# data[].attributes.subject
Trauma-Informed approach to teaching through COVID

# data[].attributes.attachment_link.title
A Trauma-informed Approach to Teaching Through Coronavirus

# data[].attributes.attachment_link.description
Experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis.

# data[].attributes.body
SEL Resources

# data[].attributes.attachment_link.readable_text
Social Emotional Learning: Essential for Learning, Essential for Life, Essential for New York

Resources

Companion webpage for additional social emotional well-being resources to support Recovering, Rebuilding, and Renewing: The Spirit of New York's Schools: Reopening Guidance ( 1.02 MB)

SEL Resources for COVID-19

New York State Social Emotional Learning Benchmarks for voluntary implementation - August 20, 2018

Social Emotional Learning: Essential for Learning, Essential for Life ( 1.41 MB), a framework explaining SEL concepts, and the need for and benefit of SEL in NY - August 20, 2018

Social Emotional Learning: A Guide to Systemic Whole School Implementation ( 1.77 MB), providing strategies and resources for districts and schools - March 18, 2019

Social Emotional Learning Activities and Teaching Practices - district-developed crosswalks aligning social emotional learning core competencies, subject area standards, sample social emotional learning (SEL) activities, and general teaching practices. - March 18, 2019

SEL Poster Campaign at NYSED - Raising Adult Awareness

Social Emotional Learning for New York - At a Glance ( 392 KB)

MEMO: Introducing New Guidance and Resources for Social Emotional Learning - March 18, 2019

Regents Memo: Introducing New Guidance and Resources for Social Emotional Learning - May 2, 2018

PowerPoint Introduction to SEDL ( 942.0 KB) - 2011

SEDL Guidelines ( 871.30 KB) Adopted by NYS Board of Regents July 18, 2011

The Children's Plan 2008

The impact of this work is apparent in our data, including our academic performance. Surveys of teachers, students, and parents show how much trust there is between students and staff. Suspensions are now a rarity. The way we're relating to students now - it brings you back to why we went into education in the first place.
-Patrick Burns, Principal
MS 217, Queens

Social Emotional Learning (SEL) "is the process through which children, youth, and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified Five Core SEL Competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making.(1)

Social emotional learning (SEL) has an important role to play in making schools safe and maintaining a caring school climate; facilitating students' holistic development; and enhancing student motivation, self-expectations and high achievement.

Students who received SEL instruction exhibited the following results(2):

Achievement scores 11-13 points higher

Improved attitudes and behaviors, including motivation to learn, commitment to school, and engagement in the classroom

Fewer negative behaviors, including disruptive classroom behaviors, non-compliance, aggression, and disciplinary referrals

Reduced emotional stress, including student depression, anxiety, and social withdrawal
SEL begins at home and is facilitated through supportive school and classroom environments; school, family and community connections; skills acquired pre-K to 12 through instruction and mentoring; after school, extra curricular and service learning programs; school and community prevention and intervention services; and professional development for all staff.

New York's Social Emotional Learning Goals

NYSED has established three goals for NY's students:

Develop self-awareness and self-management skills essential to success in school and in life

Use social awareness and interpersonal skills to establish and maintain positive relationships

Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts

SEL and Academic Instruction

Integrating SEL into academic instruction includes free-standing lessons that teach SEL competencies, inclusion of SEL in academics, and teaching practices to create classroom and schoolwide conditions that teach and model SEL

SEL and School Climate

Critical conditions for learning include:

An engaged school community responsive to culture, race, ethnicity, language, and socio-economic status

safe and inclusive academic environments that recognize and value the languages and cultures of all students.

caring connections, trust, and respect

activities and curricula that engage and challenge

Without these conditions, students are more likely to engage in negative behaviors, disengage from school, and dropout.(3)

SEL and Approach to Discipline

Restorative Practices draw on SEL competencies to help students understand why a behavior is unacceptable and the harm it causes, take responsibility, understand what they could have done differently, learn strategies and skills to use in the future, and understand consequences.

SEL and Mental Health

SEL can support required Mental Health Education under Education Law §804, effective July 1, 2018. Learn more on our Mental Health Education web page.

SEL and Trauma

Adverse Childhood Experiences (ACEs) and trauma can have a negative impact on young peoples' ability to learn and on school outcomes. SEL can nurture skills that better equip young people to manage responses and improve outcomes.

SEL and Economic Impact

SEL provides an $11 return for every $1 invested in school-based SEL programming with proven outcomes.(4)

SEL and Equity

Increasing SEL competencies can decrease implicit bias, increase cultural responsiveness, and result in greater equity for New York's young people.

Implicit biases are unconscious stereotypes and attitudes that can negatively impact students. Increasing SEL competencies can help us manage these biases.

To reduce these biases, we must be able to see them in ourselves (self-awareness), manage them (self-management), and manage their influence on our attitudes, actions, and decisions (social awareness, relationship skills, responsible decision-making).

Culturally Responsive Practices means relating teaching and learning in the context of students' cultural identity and experience and requires skill in all the SEL competencies. It has been effective in improving student academic performance and life opportunities.

Contact Us

NYSED Office of Student Support Services
518-486-6090

Email: studentsupportservices@nysed.gov

Last Updated: September 2, 2020

# data[].attributes.attachment_link.keywords[]
school and community prevention and intervention services

# data[].attributes.attachment_link.description
Companion webpage for additional social emotional well-being resources to support Recovering, Rebuilding, and Renewing: The Spirit of New York's Schools: Reopening Guidance ( 1.02 MB) SEL Resources for COVID-19 New York State Social Emotional Learning Benchmarks for voluntary implementation - August 20, 2018 Social Emotional Learning: Essential for Learning, Essential

# data[].attributes.headline
New Student Orientation August 26, 2020 

# data[].attributes.subject
New Student Orientation August 26, 2020 