# data[].attributes.headline
Journal Writing AE Foundations pp. 45 – 57

# data[].attributes.subject
Journal Writing AE Foundations pp. 45 – 57

# data[].attributes.attachment_link.readable_text
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.

Back to top

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.

Back to top Back to top Back to top

# data[].attributes.attachment_link.description
Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

# data[].attributes.headline
Socratic Seminar AE Foundations pp. 134 – 143

# data[].attributes.subject
Socratic Seminar AE Foundations pp. 134 – 143

# data[].attributes.attachment_link.readable_text
The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and emotional learning (SEL) offers a powerful means to support one another during these challenging times as our communities work to address the impact of the pandemic on students' learning and development.

Now, more than ever, we understand how important it is to demonstrate empathy and resilience, build relationships across distance, and call upon our collective resolve to strengthen our schools and our communities.

So, how can SEL support you and your work during this time? Find resources and guidance in Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020).

Our recommendations follow the four core focus areas for schoolwide SEL and districtwide SEL:

First, create a foundation for SEL.

Work with students, families, and communities to envision how education can more holistically support all learners.

Prioritize strong, two-way communication between families and schools.

Second, attend to well-being and mutual support among adults.

Pay close attention to our own social-emotional needs in order to be the community of adults who best serve our young people.

Foster supportive adult relationships to process emotions, share challenges, and offer support to one another.

Third, promote SEL for young people.

Provide consistency in daily routines to foster a sense of safety and predictability.

Listen to young people and support them in building or maintaining a sense of community and connection.

Incorporate social and emotional skill-building into learning (such as CASEL's SEL 3 Signature Practices).

Fourth, reflect on how things are going and adjust as you learn.

Listen to students, families, and your wider community of stakeholders as valuable sources of information about what is or isn't working.

Analyze results with a lens of equity to meet needs using our SEL Data Reflection Protocol

How is CASEL advancing this work?
Back to top
Guidance on School Transitions and Reopening

To aid in this time of continued transitions, CASEL collaborated with more than 40 partners to illuminate a way forward through Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020), centered on relationships and built on the existing strengths of a school community. As we prepared for Spring 2021, we offered three strategies adapted from the SEL Roadmap to re-examine efforts for a successful second semester: Refocus on the SEL Roadmap: Actions for a Successful Second Semester (January 2021).

CASEL CARES Webinar Series

In response to the pandemic, CASEL mobilized to provide social and emotional support to our communities and share best practices through an initiative called CASEL CARES. We offered weekly practical guidance and information on topics that were sourced from the field and relevant to the needs of today. Our CASEL CARES Webinars covered a wide range of SEL topics and attracted more than 100,000 people. View the on-demand series

# data[].attributes.attachment_link.description
The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and

# data[].attributes.body
(Facilitator to add link to new copy of this Padlet)

# data[].attributes.headline
Expressing Personality AE Foundations pp. 151 – 152

# data[].attributes.subject
Expressing Personality AE Foundations pp. 151 – 152

# data[].attributes.headline
CASEL Competencies - Google Slides Version

# data[].attributes.subject
CASEL Competencies - Google Slides Version

# data[].attributes.body
Add after Pubs review

# data[].attributes.attachment_link.title
Create Community and Nurture Connections to Support Social and Emotional Learning - AVID Open Access

# data[].attributes.attachment_link.description
Develop strategies to establish and maintain a positive classroom community, nurturing virtual connections that are essential to the learning experience.

# data[].attributes.headline
One-Pager Curriculum References AWDL pp. 84 – 87

# data[].attributes.subject
One-Pager Curriculum References AWDL pp. 84 – 87

# data[].attributes.headline
AVID Open Access - Tech Talk for Teachers Podcast

# data[].attributes.subject
AVID Open Access - Tech Talk for Teachers Podcast

# data[].attributes.body
6-Part SEL Series (Episodes 32 thru 37)

# data[].attributes.attachment_link.readable_text
Over 875,000 Downloads and Counting

If it relates to education and matters to you, we're talking about it on our podcasts.

Tune in every Tuesday for a new episode of Tech Talk For Teachers -our 5-minute format where we introduce practical and actionable tech integration strategies and tool tips.

Watch for new episodes each Wednesday of Unpacking Education for longer conversations with exemplary guests to dive deeper into timely topics impacting educators like you.

Don't miss an episode

Sign up to receive updates on upcoming podcasts and opportunities to interact with our special guests.

Explore the unique capabilities of Claude 2-a generative AI chatbot developed by Anthropic-and consider several practical uses for educators.

Erin Rehnblom, a first grade teacher, discusses strategies and benefits of integrating technology with her students.

Review features of a writing assistant with artificial intelligence, Grammarly, as well as its new AI tool, GrammarlyGO.

# data[].attributes.attachment_link.description
Tune in every Tuesday for a new episode of Tech Talk For Teachers -our 5-minute format where we introduce practical and actionable tech integration strategies and tool tips. Watch for new episodes each Wednesday of Unpacking Education for longer conversations with exemplary guests to dive deeper into timely topics impacting educators like you.

# data[].attributes.headline
Goal Setting and Time Management AWDL pp. 236 – 240

# data[].attributes.subject
Goal Setting and Time Management AWDL pp. 236 – 240

# data[].attributes.body
APLMs include: SEL in the Digital World (3-12) and Media Balance (K-2, 3-5, 6-8, and 9-12)

# data[].attributes.attachment_link.readable_text
Your browser is currently set to block JavaScript. You need to allow JavaScript to use this service.

To learn how to allow JavaScript or to find out whether your browser supports JavaScript, check the online help in your web browser.

# data[].attributes.headline
Common Sense Educator Toolkit: Social & Emotional Learning

# data[].attributes.subject
Common Sense Educator Toolkit: Social & Emotional Learning

# 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
Common Sense Education: We all Teach SEL

# data[].attributes.subject
Common Sense Education: We all Teach SEL

# data[].attributes.attachment_link.title
We All Teach SEL: Compassion Activities and Tools for Students | Common Sense Education

# data[].attributes.attachment_link.description
Resources to integrate compassion into every classroom, every day.

# data[].attributes.headline
Annotated Thinking (Metacognition) AWDL pp. 421 – 422

# data[].attributes.subject
Annotated Thinking (Metacognition) AWDL pp. 421 – 422

# data[].attributes.headline
ASCD: Why We Can't Afford Whitewashed Social-Emotional Learning

# data[].attributes.subject
ASCD: Why We Can't Afford Whitewashed Social-Emotional Learning

# data[].attributes.headline
Self-Advocating for Advanced Coursework Culturally Relevant Teaching pp. 235 – 236

# data[].attributes.subject
Self-Advocating for Advanced Coursework Culturally Relevant Teaching pp. 235 – 236

# data[].attributes.attachment_link.title
I Second That Emotion - Mark Sparvell (Kami Connect 2021)

# data[].attributes.headline
Student Self-Advocacy Mini Lessons Culturally Relevant Teaching pp. 237 – 239

# data[].attributes.subject
Student Self-Advocacy Mini Lessons Culturally Relevant Teaching pp. 237 – 239

# data[].attributes.attachment_link.readable_text
This belief is the core of our work at YCEI. We conduct research and offer trainings that support people of all ages in developing emotional intelligence skills. We do this work because the well-being and sustainability of our society depends on each of us using our emotions wisely.

As a self-supporting unit within the Yale School of Medicine's Child Study Center, our research and training is funded primarily through foundation and federal grants, corporate support, training revenue, and philanthropists. Our research is conducted in collaboration with experts in education, psychology, policy, and technology.

Our goal is to design effective approaches for supporting school communities in understanding the value of emotions, teaching the skills of emotional intelligence, and building and sustaining positive emotional climates in homes, schools, and workplaces.

We provide training to educational leaders, teachers, and school staff to support the systemic implementation of SEL (social and emotional learning) and foster those skills in all stakeholders in these communities, including in families and out-of-school time. We test and refine each element of our work, with the goal of leveraging emotions to create healthier and more equitable, innovative, and compassionate communities.

Through both science and practice, we determine how emotional intelligence can make a difference in the lives of children and adults. Our Center's research in "basic" science has included the role of self-awareness in teacher decision making, the benefits of emotion regulation skills for creativity and adolescent coping, and connections among school climate, teacher engagement, and student academic performance.

We also have tested the impact of RULER. RULER, an acronym for the five skills of emotional intelligence (recognizing, understanding, labeling, expressing, and regulating) is the evidence-based approach to social and emotional learning developed at our Center. Evaluation research shows that RULER fosters a range of behaviors and shifts in school climate that are essential to positive youth development.

Research on the impact of RULER also informs educational practice and policy by demonstrating that emotional intelligence can improve leader, educator, and student outcomes in schools serving pre-K - 12 students. Together, our research deepens our understanding of the benefits of a range of complex feelings across human development and informs both the design and implementation of RULER.

Other specific outcomes among students and adults include:

Development of emotion skills

Fewer attention and learning problems

Greater social and leadership skills

Less anxiety and depression

Less stress and burnout

Better performance in school

Creating Emotionally Intelligent School Communities

In partnership with families and communities, schools play a critical role in supporting the social and emotional development of youth. This goes beyond teaching a set of skills by embedding social and emotional learning (SEL) into every aspect of daily school life. More than 20 years of research shows that SEL helps students achieve more academically and make better decisions.

RULER is a systemic approach to SEL developed at the Yale Center for Emotional Intelligence. The Center works with both district-level and preK-12 school-level teams to help them understand the value of emotions, build the skills of emotional intelligence, and create and maintain positive emotional climates with RULER.

# data[].attributes.attachment_link.title
Yale Center for Emotional Intelligence (YCEI)

# data[].attributes.attachment_link.description
This belief is the core of our work at YCEI. We conduct research and offer trainings that support people of all ages in developing emotional intelligence skills

# data[].attributes.headline
Self-Advocacy Journal Culturally Relevant Teaching p. 240

# data[].attributes.subject
Self-Advocacy Journal Culturally Relevant Teaching p. 240