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social emotional learning recruits interpersonal skills as a means of developing self awareness, self control, empathy, etc. in to be used in critical immersive social environments such as classrooms

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Awareness is such an important first step. People first language is such a big topic recently but some people actually don’t prefer it. For example, someone may prefer being called autistic rather than a person with autism. Letting someone know you see them and you hear them is also so important. Learning how to praise well is something we all need. Students have to know you’re there for them whether or not you have good news.

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The supporting introverted leaders in education was very insightful! Defiantly bringing her to our college to speak!

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Social emotional learning (SEL) is "an integral part of education and human development. Social emotional learning 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.

Social emotional learning 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. Social emotional learning 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." ( CASEL, 2022))

Oregon's Adopted Transformative SEL Framework and Standards

We are excited to share Oregon's Transformative Social and Emotional Learning (SEL) Framework & Standards, adopted by the State Board of Education on June 15, 2023 and to be implemented in districts by July 1, 2024. Use thisCASEL, n.d.) Oregon's Transformative SEL Framework and Standards utilizes and expands on CASEL's definition of Transformative SEL to help build capacity for strengthening school cultures that center equity, and support student and adult well-being through a systemic approach.

The framework and standards create coherence and clarity for Transformative SEL in Oregon that:

SEL Research and Resources

In the short term, Social and Emotional Learning helps us know ourselves, understand the perspectives of others, and make sound personal and social decisions. In the long term, the following results are shown by research:

1. Boost diversity, equity, and inclusion effort s: Social Emotional Learning is a dynamic process that fundamentally transforms how optimal teaching and learning happen, including how both competencies and conditions come together to advance equity. Equity in education and Social Emotional Learning are complimentary priorities that must be mutually reinforcing in Oregon's classrooms for each to succeed. Learn more through EdTrust.
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2. Positive social behavior: Students get along better with others with improved social interaction skills and self-knowledge. They gain greater "self-efficacy, confidence, persistence, empathy, connection and commitment to school, and a sense of purpose." ( Weissberg, 2016) When students have positive, productive relationships with peers, family members, and educators, they also perform better in school.
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3. Prepares students for their future lives and careers: Social Emotional Learning promotes skills like resilience, collaboration, self-regulation, self-awareness, empathy, and growth mindsets in particular-key skills expected when people enter the workforce. Students also gain a sense of purpose and belonging and learning to be civically engaged and culturally responsive. ( CASEL, 2022)
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4. Student academic performance: Social Emotional Learning is shown to raise students' achievement scores by an average of 11 percentile points while improving attitudes towards school and increasing their performance in the classroom, including attendance and graduation rates.

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5. Reduced emotional distress and lower discipline rates: When students are engaged in Social Emotional Learning​, students have better relationships and fewer occurrences of depression, anxiety, stress and social withdrawal. There are also less disruptions and bullying. Studies show that students have less psychological, behavioral, or substance abuse problems in the long term.​​

Social Emotional Learning Key ​Points​

1. ​​Social Emotional Learning is not a replacement for mental health care, but mental health is one important component of Social Emotional Learning. ODE believes that mental health is centered within a continuum of care that meets each person's needs for physical and emotional safety, security, social connection, identity, diversity and purpose. Go to the Integrated Model of Mental Health.
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2. ​Co-constructing equitable learning environments means making sure power and privilege related to race are understood as part of social and emotional learning, but is not about shame or blaming anyone because of their identities. The goal is for educators to be able to "address challenges in inequities, including building on students' already-existing cognitive, social, and emotional competencies, addressing injustice and related trauma, mitigating stereotype threat in the classroom, building healthy school culture and climate, and engaging families and communities." (Aspen Institute, 2018)

3. ​Social Emotional Learning works best when educators, students, families, and community members have "trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation." (Jagers, Skoog-Hoffman, Barthelus, and Schlund, 2021)

4. ​Social, emotional, and academic skills are interrelated. Teachers know from experience that a child can't focus on academic skills alone because they aren't learning in a vacuum. Social Emotional Learning​ supports positive developmental and learning outcomes. When schools, families, and community partners work together to prioritize the social and emotional experiences young people have at school, we can make sure all students have rich opportunities to learn and practice important skills that help them collaborate, solve problems, and succeed in school, college, career and life.​

5. ​Social-emotional learning must be embedded throughout the formal education spaces we are responsible for. It can't be an add-on, afterthought, or alternative. That means we build social and emotional skills into the entire learning experience both in targeted and integrated ways.​

Background of Oregon's Transformative SEL Framework & Standards

In 2021, the Oregon Legislature passed House Bill 2166, Section 4, requiring the development of social emotional standards and a framework for K-12 public school students in Oregon. ODE approached this bill as a multi-phase process and is grateful for the many contributions in developing Oregon's Transformative SEL Framework and Standards.

Phase 1 of implementation fulfilled the bill requirement of ODE in consultation with the Early Learning Division (ELD) and the Teacher Standards and Practices Commission (TSPC), to convene an Advisory Group (Phase 1 SEL Advisory Group) to develop an initial report:Preliminary Description of the Proposed Social Emotional Learning Standards Framework for Oregon: HB 2166 of the proposed SEL standards and framework that was to be used by the State Board of Education (SBE) when considering the standards and framework for adoption on June 15, 2023.

Phase 2 of implementation established a Phase 2 SEL Advisory Group charged with developing the SEL framework and standards for adoption by the State Board of Education (SBE) by September 15, 2023. This Advisory Group was guided by the bill text as well as the contents of the Preliminary Description of the Proposed Social Emotional Learning Standards Framework for Oregon: HB 2166 report created by the Phase 1 SEL Advisory Group. School districts will be required to implement the adopted SEL Framework and Standards on July 1, 2024.

For questions regarding the ODE Social Emotional Learning program, please email ODE SEL.

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Social emotional learning (SEL) is "an integral part of education and human development. Social emotional learning 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.

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Transformative SEL Conditions for Thriving - Social and Emotional Learning (CA Dept of Education)

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Guidance to support adults across the California education system to co-create Transformative Social and Emotional Learning (T-SEL) Conditions for Thriving.

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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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Webinars

Grief and Self Care during the COVID-19 Pandemic
This webinar provides an overview of the impact that profound personal losses suffered during the COVID 19 pandemic have had on many and suggests strategies that can be utilized to facilitate mourning as well as promote self-care, wellness, and resiliency.
Social Emotional Learning in a Virtual Space
Learn about different strategies, exercises, and activities that put SEL at the forefront in an intentional and transparent way.
Wellness Skills for Self Care and Health for ESPs
Based on popular education and energy-based methods, these self-care practices from Capacitar International empower people to deal with traumatic stress, stabilize and balance strong emotions, and awaken their own healing process.
Webinar Series: Teaching and Leading with Trauma-Informed Care
Educators now more than ever need trauma-informed care to meet the challenges of today's educational environments. The Center on Great Teachers and Leaders collaborated with NEA and other national partners, as well as leading educators, to produce a webinar series focused on the developing the use of evidence-based trauma-informed practices.
Harnessing SEL to Support the Well-being of ESPs during the COVID-19 Crisis
Dr. Chris Cipriano, Assistant Professor and Director of Research at the Yale Center for Emotional Intelligence, provides social and emotional learning (SEL) strategies to support ESPs within the school ecosystem to navigate the challenging emotions of these rapidly evolving times.

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Resources on Social Emotional Learning (SEL) and Student and Educator Mental Health | NEA

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Supporting our students' and educators' mental health with social emotional learning (SEL) helps the whole school community thrive.