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"social and emotional learning" "educational research" "educational practice" "educational policy"

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The Collaborative for Academic, Social, and Emotional Learning (CASEL) is your source for knowledge and guidance on social and emotional learning (SEL), including monthly webinars on key topics such as SEL implementation, SEL assessment, and more. About CASEL: CASEL is the nonprofit that founded the field of SEL.

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This resource introduces schools to social and emotional learning (SEL), including the benefits of SEL for students, teachers, and parents, as well as SEL tools for managing transition, stress, and trauma. This 10-page publication also illustrates how your school can use strategies from the Whole School, Whole Community, Whole Child (WSCC) model to support integration of SEL school-wide. The strategies can be integrated into the implementation of a broader framework or program in your school, or selected as part of a specific, concerted effort to increased SEL knowledge and skills for a specific population or grade in your school. The strategies are aligned to the five whole child tenets and the 10 components of school health in the WSCC model.

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Using the WSCC Model to Integrate SEL in Schools - Colorado Hub

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This resource introduces schools to social and emotional learning (SEL), including the benefits of SEL for students, teachers, and parents, as well as SEL tools for managing transition, stress, and trauma. This 10-page publication also... [...]Read More...

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Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth experience higher rates of mental health challenges compared to their cisgender, straight peers as a result of chronic stressors such as discrimination and victimization (Kann, et al., 2018; Johns, et al., 2019; Meyer, 2003). Pronouns, a way to streamline language, have historically emphasized a binary construction of gender in many languages, including English (Butler, 1999). While many people use a pronoun associated with their sex assigned at birth, gendered pronouns, and the assumptions behind them, may represent a daily stressor for LGBTQ youth, particularly youth who are transgender and nonbinary (TGNB). Affirming LGBTQ youth's gender by using pronouns that align with their gender identity has been shown to improve mental health outcomes. Specifically, The Trevor Project's 2020 National Survey on LGBTQ Youth Mental Health found that TGNB youth who reported having their pronouns respected by all or most of the people in the lives attempted suicide at half the rate of those who did not have their pronouns respected (The Trevor Project, 2020). This brief uses data from the Trevor Project's 2020 National Survey on LGBTQ Youth Mental Health to further explore pronoun usage among LGBTQ youth.

Results

Methodology

A quantitative cross-sectional online survey was used to collect data between December 2019 and March 2020. LGBTQ youth ages 13-24 who resided in the U.S. were recruited via targeted ads on social media. The final analytic sample was 40,001 LGBTQ youth. All youth were asked, "Which pronouns do you currently use? Please select all that apply." Response options included: "she, her, hers"; "he, him, his"; "they, them, theirs"; "ze, zir, zirs"; and "something else (please specify)." Although "ze, zir, zirs" was the only set of neopronouns provided outside of the "something else" category, it was only endorsed exclusively by 1% of the total sample.

Looking Ahead

The results show that although LGBTQ youth are using pronouns in nuanced ways, the majority who use pronouns outside of the gender binary use either familiar pronouns or combinations of these familiar pronouns to express their gender. An individual's pronoun expression, or even the decision to avoid them altogether, is a very important reflection of a person's identity. Respecting pronouns is part of creating a supportive and accepting environment, which impacts well-being and reduces suicide risk (Durwood et al., 2017; The Trevor Project, 2020). The Trevor Project Guide to Becoming an Ally to Transgender and Nonbinary Youth suggests that the best way to confirm a person's pronouns is by asking or by introducing yourself with your pronouns, to give the person an opportunity to share theirs. Parents, other family members, school staff, health professionals, and other individuals in youth's lives can best support youth by asking for and consistently using their pronouns. Affirming gender in school and workplace settings can begin by having a practice of sharing pronouns for everyone and setting the expectation that all individuals will have their pronouns respected by others.

At The Trevor Project, many of the young people we serve and the staff members and volunteers of our organization use pronouns outside of the gender binary to express their gender identities. It is crucial that these pronouns be respected to support LGBTQ individuals. As part of The Trevor Project's mission to end suicide among LGBTQ young people, we prioritize the use of correct pronouns when serving our youth, educating the broader public on ways to use pronouns to affirm an individual's identity, and advocating for gender-affirming policies across the nation.

ReferencesButler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. London: Routledge.Durwood L., McLaughlin K.A., & Olson K.R. (2017). Mental health and self-worth in socially transitioned transgender youth. Journal of the American Academy of Child & Adolescent Psychiatry, 56, 116-123Johns M.M,. Lowry R., Andrzejewski J., et al. (2019). Transgender Identity and Experiences of Violence Victimization, Substance Use, Suicide Risk, and Sexual Risk Behaviors Among High School Students - 19 States and Large Urban School Districts, 2017. MMWR Morbidity & Mortality Weekly Report, 68, 67-71.Kann, L., McManus, T., Harris, W.A., Shanklin, S.L., Flint, K.H., Queen, B., et al. (2018). Youth risk behavior surveillance-United States, 2017. Morbidity and Mortality Weekly Report Surveillance Summaries, 67(8), 1-114.Meyer, I.H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: conceptual issues and research evidence. Psychological Bulletin, 129(5), 674-697.The Trevor Project. (2020). National Survey on LGBTQ Mental Health. New York, New York: The Trevor Project.

For more information please contact: [email protected]

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Pronouns Usage Among LGBTQ Youth - The Trevor Project

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Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth experience higher rates of mental health challenges compared to their cisgender, straight peers as a result of chronic stressors such as discrimination and victimization (Kann, et al., 2018; Johns, et al., 2019; Meyer, 2003).

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SEL and PE combined!! Great themes. Topics viewed through the sports lens but very applicable to all areas of life. There are discussion questions for each video!

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SEL and PE combined!! Great themes. Topics viewed through the sports lens but very applicable to all areas of life. There are discussion questions for each video!

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Seesaw creates a powerful learning loop between students, teachers, and families

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reachout.com is a great website with lots of themes and resources for students. This is a full set of lessons!

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We have been working with and implementing the PERMAH framework for our SEL and advisory curriculum. Lots of staff and parent PD well.

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The Institute of Positive Education

As other schools around the world became aware and grew interested in Positive Education, they began to approach us with questions. In response to this interest, we began offering open days and training opportunities for schools wanting to learn more about Positive Education.

In 2014, Geelong Grammar School became the first school in the world to open an on-campus research, training, and development institute dedicated to Positive Education: The Institute of Positive Education.

When launched, the aims of the Institute were to:

* Further develop and strengthen Positive Education in the school
* Provide training, consultation and resources aimed at sharing knowledge with other schools
* Support the science of wellbeing in educational contexts

The Institute has delivered courses and supported schools in every state and territory of Australia, as well as schools in Asia, Europe, and the Middle East. Today the Institute continues to support and inspire school communities through the provision of teaching and learning tools, resources and curriculum.

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What is Positive Education? - Geelong Grammar School

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The Institute of Positive Education As other schools around the world became aware and grew interested in Positive Education, they began to approach us with questions. In response to this interest, we began offering open days and training opportunities for schools wanting to learn more about Positive Education.

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Wellness Resources. I put together this folder of resources during a previous wellness session I lead at PHASE. There is a variety for student/staff/community

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Love this website for quick energizers. They work for classroom, gym and community building for both staff and students.

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Join 10,000 educators worldwide who rely on playmeo's vast collection of activity ideas to inspire fun, connection & learning.

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Free eBook: Top Ten Icebreakers & Group Games

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Search 530+ Fun Interactive Group Games | playmeo

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Search 530+ fun, interactive group games on our website. Designed to build trust & connection. Become a member to unlock premium content...

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CharacterStrong provides research-based Pre-K through 12th grade social & emotional learning curricula and professional learning services that positively impact lives.

Research-Based Social Emotional Learning and Character Education

Our curricula and professional learning are grounded in research and focused on fostering the Whole Child with vertically-aligned lessons that teach SEL and character, side-by-side.

Character Development

SEL Competencies

Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Character education involves developing thoughtful, healthy, and kind human beings. Our character is informed by our personal values and choices.

The tools to give students
what they need.

"CharacterStrong is an impactful program that has made a huge impact in our school, and in my classroom. I have always felt like I had a focus on relationships with my students, but this program takes it to another level."

"I believe it is no longer enough just to teach educational content. We need to start educating the whole child and shape more compassionate human beings. To date, CharacterStrong trainings and curricula are the best way of going about this."

"I am a Mental Health Therapist and have worked in schools for over 40 years. I have seen the desperation, decline, and hopelessness upfront and personal. This has given me the hope that we can help change things."

Georgina H.
Director of School Supports

Ashley G.
Math Teacher

Dyan W.
Educator & Coach

in all

and

Over

And Over

3.2M

students served

100,000

educators Trained

21

countries

50

states

Our Curricula

Each curriculum that CharacterStrong offers is designed by educators, for educators. Relevant, engaging, and easy-to-use.

Research-Based

Plug & play lessons

Comprehensive slide decks

Implementation support

English & Spanish translations

Minimal to no supplies needed

Our Professional Learning

All professional learning options focus on low-burden, high-impact strategies to infuse social & emotional learning into the classroom.

Focused on implementation success

Interactive & engaging

Role-specific trainings

On demand or live

It's more than a curriculum, it's a culture.

It's more than a curriculum,
it's a culture.

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The Institute For Social Emotional Learning

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The Institute For Social Emotional Learning

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To support the work in schools, IFSEL has developed a series of online SEL workshops for parents. The series offers parents the chance to come together to uncover both a shared understanding and a range of practical tools and insights to bring SEL alive at home.

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Institute for Social and Emotional Learning (IFSEL)

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IFSEL provides training, professional development, and curriculum to empower educators, young people, and parents to transform their schools into caring, inclusive communities.

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The Active Funshop is designed for primary and high school teachers who teach from grade one to year 13 who are looking for new and exciting ways to conduct physical education and outdoor sessions. This funshop has been conducted in over ten different countries around the world with fantastic results aimed at both primary and secondary teachers.