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Another piece of SEL instruction is that to be done successfully, trauma-informed instruction should be considered/done simultaneously. That is a whole separate component that cannot fit on a few bubbles here, but needs to be thought about before fully being able to implement SEL. Dr. Perry's work is a great place to start to explore the overlap of these two concepts.

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This is an interconnected web, as SEL instruction is woven together in its different components and applications. Arrows tie things together that are meant to be connected, but I encourage you to find your own connections as you engage with the material.

Green bubbles are the "heading" points, or the main categories.

Purple bubbles are place to start, these are the definition-based elements of SEL.

Yellow bubbles are practical applications to try in a classroom or other context with kids!

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A super helpful database for all things growth-mindset related: videos/instruction for educators, and activities to do with students.

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The Mindset Kit is a free set of online lessons and practices designed to help you teach and foster adaptive beliefs about learning.

Sign up to receive updates & join our community
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Mindset Kit - Resources for growth and learning mindsets

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The Mindset Kit is a free set of online lessons and practices designed to help you teach and foster adaptive beliefs about learning. Sign up to receive updates & join our community Get started

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Resources for teachers (build your growth mindset / instruction of it) and activities to do with students that are oriented towards building your brain's math ability - because being good at math is not a fixed characteristic

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The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas. Another 40% have a "growth mindset" - they believe that they can learn anything and that their intelligence can grow. The other 20% waver between the two mindsets.

Students with a fixed mindset are those who are more likely to give up easily, whereas students with a growth mindset are those who keep going even when work is hard, and who are persistent. The two mindsets are associated with different achievement pathways as the papers on this page show. It is possible to change mindsets - my student online class which can be accessed under courses - has been shown to shift students' mindsets from fixed to growth and cause higher mathematics achievement. There are a range of resources on this page - a poster of math norms, a strategizer card with lots of teaching ideas, a short video to boost students' mindset, and some interesting short papers.

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The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas.

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Video with feelings thermometer explained: https://www.youtube.com/watch?v=Cj2oHQiAllk

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As a counselor, sometimes I work with kids who have a hard time identifying their feelings, especially the fact that feelings can range from slight to intense. One of the interventions I use is a feelings thermometer.

Kids need to understand what they are feeling and that feelings can be small or big. Being able to identify how big their feelings are can also help them recognize when they are getting more and more escalated. If they know when they are escalating, then they can intervene and use a coping skill to manage their feelings.

When creating a thermometer, focus on one feeling at a time. Here's how you can make an anger thermometer.
How to Make an Anger Thermometer:
Next to the bottom section of the thermometer, I write slightly angry, by the middle section I write really angry, and by the top I write very angry. Sometimes I even add the words small, medium and big by each of the sections so kids really understand about the size of their feeling.

Ask what their anger looks like when they are at the bottom of the thermometer. Do they stomp their feet, sigh loudly, growl, etc. Then we move on to the next section - if they are really angry, what does that look like? Does their voice get louder? Do they start invading other people's space? Then we talk about very angry - what does that look like? Is it yelling, throwing things, running away?

It isn't always easy for kids to do this. If they are having a hard time identifying what the behaviors were, I tell them what I noticed the last time I saw them get angry. Sometimes I try to give them a prompt to help them, like "When some kids get angry, they yell, is that something you do?"

Once we go through and identify behaviors on the thermometer, then we work on identifying coping skills they can use to calm down. Some examples include getting a drink of water, taking deep breaths, counting to a certain number or taking a walk.

I want to make sure they have coping skills that will help them at each level of anger. It's important to have a variety of coping skills for each level, because not all coping skills will work all the time. For some kids, taking a drink of water can help calm them down when they are just slightly angry. However, when they are very angry, getting a drink of water won't help. They need to do something different at that point, like take a walk.

Later on, after an incident has happened, they can use the thermometer to indicate how they are feeling, and it's a jumping off point for determining what to do next.

To make it easier (and because I love crafts), I add arrows to my feelings thermometer. I typically like to laminate the thermometer and the little arrow. Then I use velcro to make places to move the thermometer. The kids can easily move the arrow to indicate where they were on the thermometer.

Although I've just focused here on anger, you can also make feelings thermometers for sadness or anxiety or any other feeling a child is having difficulty understanding.

To make it easier for you, I've created a printable that you can use to make your own feelings thermometer. On the left you can label what they child looks like, and on the right of the thermometer, you can write what they do.

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Making a Feelings Thermometer - Coping Skills for Kids

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As a counselor, sometimes I work with kids who have a hard time identifying their feelings, especially the fact that feelings can range from slight to intense. One of the interventions I use is a feelings thermometer. Kids need to understand what they are feeling and that feelings can be small or big.

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WHAT TO KNOW:

OBJECTIVES:
Participants will:

COMMON CORE STANDARDS:

MATERIALS:

Gather Together/Warm-Up/Bell Ringer: Feelings Pantomime (10 Minutes)

Stand in a circle and ask participants on cue to quickly pantomime feelings. As they do, they should look around at the other participants' pantomimes.

Begin: surprise, happiness, excitement, disappointment, frustration, anger.

Ask:
What did frustration or anger feel like in your body? What did you notice about how others looked when they acted out that feeling?
Introduce the lesson:
Today we're going to learn some strategies for calming down and create a way to help us calm down in our classroom when we are having difficult feelings that might get in the way of our learning or productive behaviors.
Main Activity: Calming Down Strategies and Setting Up a Peace Place (20 Minutes)

Begin with a quick brainstorm and charting of feelings that children have when they are ready to learn (focused, curious, calm, etc.) and then when they do not feel ready to learn (anxious, angry, scared, etc.).

Explain that there are ways to calm down when you're feeling upset or angry that rely on mechanisms built into our bodies. Deep breathing, stretching, and tensing and releasing our muscles all help to bring calming.
Introduce Three Strategies for Calming Down
Practice each of these strategies a few times. Begin by asking students to rate how relaxed they feel on a scale of 1 to 10 (10 being VERY relaxed and 1 being VERY tense). Check in after each activity again. Was there any change? ( http://www.gonoodle.com/ and http://www.brainpop.com/ have fun, free video content to use for these strategies)

1. Deep Breathing: A fun way to learn deep breathing is to pretend to blow up a balloon. Participants can hold their hands together in front of their mouths. On the count of five (1, 2, 3, 4, 5) they will blow all their air out and expand their hands to simulate an imaginary balloon being blown up. Then for a count of five they will inhale. Hold their breath for a count of two. And then begin again to blow up their imaginary balloons. Encourage students to do this as quietly as they can even though they are taking large breaths.

2. Stretching: Have participants reach towards the sky and extend upwards on their toes, stretching their entire body. Hold this stretch for the count of 5 and then release. Shake your body before stretching again.

3. Tense and Release: While seated, have participants raise their shoulders and clench their fists, holding the tension for a count of five.

Now Brainstorm about your Peace Place.

Do a go-round in which each participant completes the sentence, "A special place that I find peaceful is. . ." Discuss, if necessary, what a peaceful place is.

Begin by sharing your special place.

Explain that in today's activity you will discuss setting up a special place in your classroom, which will be your very own Peace Place.

Ask:
What is the value of having a special, peaceful place?
Reflect back and summarize what volunteer students share.

Explain:
"The goal of our classroom Peace Place is to provide a little corner or area for any of us to go when we are too upset or angry to focus, work or learn-or when we are beginning to feel that way. This is not like a time-out when being asked to go somewhere separate from the group may feel like a form of punishment. Going to the Peace Place is not a punishment. It is a place to go to calm yourself down and get ready to go back to work and join the group."
Brainstorm:
"What are additional ways, other than deep breathing, stretching, and tensing and releasing that you can calm yourself down when you're angry or upset? These may be things you can do in the Peace Place to help yourself calm down."
Write down all the students' contributions on chart paper. Some ideas to include are: draw, read, write in a journal, write to a friend, think of people you care about, distract yourself with a puzzle, hug a stuffed animal, squeeze a stress ball, close your eyes and picture a place you love to be, etc. (Note: as time goes on add to and refine this list. Post it in your Peace Place.)

Now brainstorm what should be included in the Peace Place.

"If the Peace Place is to be a good place to go to calm yourself down when you're upset, what things will we want to include in that space (stress ball, stuffed animals, pictures of nature, an hour glass timer, etc.)? Where should our Peace Place be? How should we decorate it?" Be sure to keep the discussion focused on how these decisions support the Peace Place being a good place for calming down.

Discuss: When and how will we know that it is ok to go to the Peace Place?

Here are some possible guidelines:

Going to the Peace Place is voluntary and only for when you truly need it.

You have to tell the teacher you are going (this could be an agreed upon non-verbal signal).

One person at a time.

Set a time limit of perhaps five minutes and use a timer.

Explain that someone does not have to be angry, worried, sad, or upset to go to the Peace Place. Sometimes a five minute break at the right time can be helpful in managing one's feelings or be a time to think about something that is bothering you before reacting.

Closing Together: Pair/Share (5 Minutes)

In pairs have the children share: "One thing I'm looking forward to about having a Peace Place is..." Ask for a few volunteers to share what was said in their partner groups.

K-1: Follow core instructions for grades 2-5.

Grade 6-12: Follow core instructions for grades 2-5. When establishing the guidelines for your Peace Place, give students ownership for being as concrete as possible about the intended uses and rules for the Peace Place. Have students create the guideline poster themselves using the title "In our Peace Place, we agree....." Have each student sign the poster. You can also have students fill out the Top Five sheet for how they envision themselves using the Peace Place in class. ( See handout 1.)

K-1 Literacy: Read When Sophie Gets Angry, Really, Really Angry by Molly Bang. Ask: "Have you ever felt the way Molly is feeling? What do you think about the way she handled her feelings? What would you say to Molly about using a Peace Place?"

Create a class journal for students to record their experience of using the Peace Place. This can be available for students to use during a regular journal writing or writers' workshop time. The journal can be shared at future class meetings or during a read-aloud time.

2-5 Literacy: Read Alexander and the Terrible, Horrible, No-Good, Very Bad Day by Judith Viorst. Ask: "Have you ever had a day like Alexander's? What did you do? How would having a Peace Place help?" Have students write a letter to Alexander offering him advice for setting up and using his own Peace Place.

2-5 Literacy: Have students write a persuasive letter to their parents, advocating for a family Peace Place in their home. Included in their letter can be the purpose of a Peace Place, suggestions for how it would look in their home, and the benefits to their family of having it.

K-5 Integrated Art (Group or individual project): Make Peace Jars. Materials needed: Different-sized soda bottles or food jars with labels removed. Water to fill bottles and jars, vegetable oil, funnels, different colors of glitter, food coloring. Activity: Have students choose an empty bottle or jar and fill it three-fourths full with a combination of water and oil. The more oil used the slower the liquid moves, which can be more effective for calming down. Students add one or two drops of food coloring and a cup or so of glitter.

When jars are done and sealed tightly, allow students to practice using their calming down jars. To use the jar for a calming strategy, vigorously shake it. Children then watch the glitter sink to the bottom while breathing deeply.

IMPORTANT: Spilled vegetable oil is not easy to clean up. Caution students to be careful -and have clean-up materials handy!

K-5 Literacy and Technology: Work with your technology teacher to help students create a "How-To" presentation for setting up a Peace Place. This could be a slide show or video and could be shared with parents, the community, or posted on the web.

6-12: Science Extension: Link this activity to a study of stress and our bodies' biochemistry during fight, flight, or freeze. Likewise, study the physiology of how calming strategies such as deep breathing, tensing and releasing, meditation, and other ideas interrupt that cycle. Use of biometrics such as mood cards, dots or bracelets can help students experiment with the effect of their emotions on their bodies and the importance of being able to read their own internal signs of stress (tensing of your body, clenching of your jaw, sweating, etc.) as a guidepost that it is time to take a break.

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WHAT TO KNOW: OBJECTIVES: Participants will: COMMON CORE STANDARDS: MATERIALS: Stand in a circle and ask participants on cue to quickly pantomime feelings. As they do, they should look around at the other participants' pantomimes. Begin: surprise, happiness, excitement, disappointment, frustration, anger. Ask: What did frustration or anger feel like in your body?

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WHAT TO KNOW:

OBJECTIVES:
Participants will:

COMMON CORE STANDARDS:

MATERIALS:

Introduce the lesson: "Today we are continuing to explore feelings and learning how what we say and do can influence the way another person might feel."

Ask students to take a piece of paper and fold it in half. Have them draw a picture (one on each half) of two feelings they have while listening to the Don't Laugh at Me song. Have volunteers share their picture.

Pair students and introduce the activity:
"We are going to do an activity with our partners that has to do with naming our feelings. Say 'hi' to your partner and then stand back-to-back."

Assign one partner as "A" and the other as "B."

"I am going to ask you a series of questions, one at a time, which will begin with the phrase, 'How would you feel if...?' Think about the question for a moment. Then I'll ask you to turn around and name the feeling with your partner. You can talk a little bit about that feeling if time permits."

Explain that you will be starting with partner A answering and partner B listening. Demonstrate how you will signal it's time to stop talking and go back to back again.

"Then you will turn again to face one another so that partner B will answer the same question and partner A will listen."

Feel free to use the questions in any order and quantity. Follow the same partnering procedure for each question:

"How would you feel if you got the winning hit or score or goal in a school sport or at recess? Now, turn around and tell your partner how you would feel." Signal at 30 seconds and ask the partners to go back to back again. Repeat question and ask them to face one another again. Partner B now answers. Signal at 30 seconds that they are done.

"How would you feel if, every time your parent or guardian came up to school, the students made fun of them because of the way they looked or talked? Now, turn around and tell your partner how you would feel."

"How would you feel if no one wanted to sit with you at lunch/play with you? Now, turn around and tell your partner how you would feel." Signal at 30 seconds and ask the partners to go back to back again.

"How would you feel if someone helped you solve a problem? Now, turn around and tell your partner how you would feel."

"How would you feel if someone you admire called you a name? Now, turn around and tell your partner how you would feel."

"How would you feel if someone told you they were sorry after they tripped you? Now, turn around and tell your partner how you would feel."

"How would you feel if someone asked your advice about a problem? Now, turn around and tell your partner how you would feel."

"How would you feel if someone you really like asked you over to his or her house to hang out? Now, turn around and tell your partner how you would feel."

End the activity by saying, "Ok, please thank your partner and go back to your seats."

Now process the first question:

"The question was: How would you feel if you got the winning hit or score or goal in a school sport/recess? How many of you would have positive feelings? [Show of hands.] Look around."

"How many of you would have negative feelings? [Show of hands.] Look around. What does that tell us about feelings?"

Now explore the negative feelings.

What are some of them that came up? What are the positive feelings?

Chart all the feelings under the title, "Feelings."

Continue debriefing in this manner the "How would you feel if. . .?" questions you covered and charting the feelings as time allows.

Have your students select one feeling word to illustrate in colors and images they draw or cut from magazines to paste on construction paper. Ask for volunteers to share their art and describe why they chose the images and colors they did. (Alternatively, ask the children to have a small group sharing and conversation in their table groups or post the artwork around the classroom and do a gallery walk to get participants out of their chairs.) Display their work in the shape of a rainbow somewhere in your classroom.

Have the group sit or stand in a circle around you. Explain that the goal of this activity is to work together cooperatively to simulate the sound of a rainstorm. Begin by rubbing your hands together in front of one person in the circle; that person then imitates your motion. Continue around the circle, until everyone is now rubbing his or hands together at the same time. The second time around the circle, snap your fingers in front of each student to indicate he or she should switch from rubbing hands his or her hands to snapping his or her fingers. Everyone else will remain rubbing hands until you pass them snapping your fingers, indicating that he or she is to begin to snap. The third time around, make a loud pattering sound by slapping your thighs, indicating as you go around the circle for students to join you. Now go around the circle one more time and stamp your feet. This is the height of the rainstorm. Direct the subsiding of the storm, going around and changing the pattering to slapping your thighs to snapping to hand rubbing to complete silence. Pause for a moment of silence.

Process with a quick go-round:

"What one word describes how you feel right now."

K - 1: Bring students together in a group. Tell students that today they are going to learn and practice some new words to describe their feelings. To begin, ask students to do a quick brainstorm to name as many feelings as they can in 1-2 minutes.

Pair students. Have students sit cross-legged facing each other. Present the questions and have each student comment on how they would feel.

How would you feel if two or three of your classmates said hello to you each morning?

How would you feel if someone helped you clean up after an art project?

How would you feel if you asked some children if you could play at recess and they said no?

How would you feel if someone said they liked a drawing you made?

How would you feel if you were really looking forward to visiting a friend and they had to cancel your plans?

How would you feel if someone bumped into you and you fell over?

How would you feel if that person came over to see if you were okay?

Follow the instructions for grades 2-5 for the rest of the activity.

Grade 6-12: Follow the instructions for grades 2-5, substituting the following questions:

How would you feel if a teacher used your paper as an example of how to write an excellent paper?

How would you feel if someone you really wanted to go with invited you to the school dance?

How would you feel if someone spread a rumor about you throughout the school?

How would you feel if an adult you look up to told you they were proud of you?

How would you feel if someone posted a picture on social media of a party most of your friends were at, but that you weren't invited to?

How would you feel if your best friend invited you to go the movies with them?

How would you feel if you were suddenly asked to perform in a play or sing a song or play an instrument in front a lot of people?

Adults: Use the procedures and questions as outlined in the original activity, but modify the directions for the activity by asking them to answer the questions based on how they would have felt at the age of ten:

Look back and remember when you were 10 years old. What was it like when you were that age? Where did you go to school? Who were your friends? What did it feel like walking down the hallways of the your school? Consider including these questions:

How would you feel if every day when you came home, no one was there, but there was a note that said, "I love you and your favorite desert"?

How would you feel if you had only one friend and they were unpopular too? (Repeat). Now, turn around and tell your partner how you would feel."

K-5 Literacy: During read-aloud, ask students to share times when they felt similarly to characters in the story. After brainstorming feeling words onto a chart as a whole class, assign each student one "feelings" word to write and illustrate for a class book or ask students to write in their journals using the prompt, "Today I feel because...". See bibliography for suggested read-aloud books.

K-5 Math: Prepare a feelings bar graph or tally chart titled How We're Feeling Today. List five or six feelings along one side of the graph or chart. Have each student color one bar make a tally mark in the appropriate category to represent how he/she is feeling. Discuss the chart in whole group. Analyze the data for trends and patterns over time.

K-12 Literacy and Social Studies: Create a word wall of feelings vocabulary identified by your students. Reference the word wall in conversations related to characters in literature and people in history, and for their writing assignments.

Grades 2-5 Integrated Arts: Play "charades" using feeling words only. Ask the participants what kinds of feelings were easiest/hardest to guess/act out? Have them think of a time when someone did not understand or know how they felt. What happened? How did they work it out?

Grades 6-12 Literacy: Have students write letters from one character in a novel to another character explaining how that character feels based on plot events that are happening.

Grades 6-12 Literacy and Social Studies/History: Ask students to chart feelings for historical figures involved in a conflict or major historical moment. How are the slaves feeling who have been emancipated? How are the former slave owners feeling? How are the allies and supporters like the Underground Railway workers feeling?

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WHAT TO KNOW: OBJECTIVES: Participants will: COMMON CORE STANDARDS: MATERIALS: Introduce the lesson: "Today we are continuing to explore feelings and learning how what we say and do can influence the way another person might feel." Ask students to take a piece of paper and fold it in half.

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Help Children Self Regulate (taken from Dr. Perry's article Self-Regulation: The Second Core Strength)

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Help Children Self Regulate (taken from Dr. Perry's article Self-Regulation: The Second Core Strength)

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* Model self-control and self-regulation in your words and actions when you are frustrated with a classroom situation.

* Provide structure and predictability. Children with self-regulation problems are internally "unstructured." The more freedom and flexibility they have, the more likely they are to demonstrate uncontrolled behaviors.

* Anticipate transitions and announce changes in classroom schedules.

* Reward children with good self-regulation capabilities with freedom and flexibility that will offer them opportunities for spontaneous, creative play and learning.

* Try to identify the most "reactive" and impulsive children and keep them apart from each other. Pairing children who face these challenges can escalate the problem.

* Remember that impulsive and aggressive children can create an atmosphere of chaos and fear that inhibit the capacity of other children to learn. Don't be afraid to immediately re-direct inappropriate words and actions. Your actions will make the rest of the children feel safer.

* Seek help. Don't be afraid to point out a child's self-regulation problems with parents or other school personnel. Early identification and intervention can save the child and family years of failure and pain.

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Addressing Stress & Anxiety in Elementary Students

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Addressing Stress & Anxiety in Elementary Students

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Five different easy to implement and quick activities (less than 15 minutes)!
-Loving-Kindness Buddy Wishes
-Appreciating our Bodies: A Body Scan with Gratitude
-Shake it Off
-Flow and Tell
-Finger Tracing: Mindful Breathing for Students

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Addressing Stress and Anxiety in Elementary Students | Greater Good In Education

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Our Commitment to Diversity, Equity, and Inclusion

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The bubbles attached here are for additional SEL strategies to try in your classroom. As you have noticed, all of SEL is interconnected, so these strategies could fit underneath multiple categories, which is why I've organized them separately. Each bubble is a link to a strategy to try.

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-Similar to parent/teacher conferences, but seeking to eliminate the power differential
-Teachers are there to listen and let the students' parent/guardians share about their student whatever they'd like to share, hoping to hear about strengths/weaknesses they see in their student and what they'd hope to gain from a school partnership
-Parents/guardians also have the opportunity to ask the teacher anything they would like to
-Goal is everyone working together for the students' biggest success

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Key element to SEL working successfully is that it doesn't happen within the vacuum of school. It should be a holistic, whole-child approach, which requires partnership with the families and larger community that the student is a part of.

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-Used out of necessity for painful, unavoidable experiences
-Move in and out of, happens subconsciously
-Brain uses this as a protection mechanism
-Less intense example: "zoning out"

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-"Top down" regulation
-Individual can identify that they are dysregulated and "reason" out of it - examples: name the feeling, positive self-talk, explain it away
-Slower process because when dysregulated, not able to access top parts of brain where more abstract thought happens

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-"Bottom up" because accesses the bottom portion of the brain first
-Most successful for self-regulation because comes most naturally
-Very tied to body / physical
-Examples: walking, running, breathing, rocking, swimming, rhythm, doodling, humming, swinging, jumping, dancing

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Regulation done independently

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Example: An unregulated student interacts with an unregulated adult - taking deep breaths to follow the adult
*Utilize ideas in somatosensory regulation box

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Accessed in the most base level of the brain; ability for body to feel safe and not focus on survival (fight/flight/freeze) and be able to move into upper levels of the brain, where relationship and learning happen

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-Teacher meets with students one-on-one (during workshop time, independent work time, etc.)
-Discuss student work, such as a piece of writing, a math project, etc.
-Take time to verbally point out strengths of the student and what you've seen them do well
-Give student opportunity to share their feelings about their work and what they are needing help with
-Make a plan for how you will continue to support them and the goal they are working towards for the next conference

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-Sit in a circle and have all students go around and answer a random question (different each day; student or teacher generated)
-Establishes rapport with peers and teacher
-Students can all share about something unrelated to school

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Example: Students can share and listen during a back-and-forth conversation about different topics with a peer.

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Example: Students turn and look at the speaker to show they are listening.

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Example: A student can make the decision to only play video games for thirty minutes instead of three hours because they know that they have homework to finish.

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Example: Students can bring the correct supplies to class; students can work through an assignment and do their best work

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Example: Student can identify and name feelings that they experience and what situations trigger those feelings

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Separated into different strands, but all of these concepts are interwoven to work most successfully in the classroom environment

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Social Emotional Learning
The belief that students need to learn more at school than just core academic content areas

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Students believe that mistakes/failure are a vital part of the learning process and they can grow from them

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Predictable routines that foster students' strengths

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Student engagement through promoting student voice and connecting content to students' lives

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Positive, asset-based relationships among all in the classroom

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Physical environment that is conducive to learning and takes into consideration students' learning preferences and needs

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Four Components of a Strengths Based Classroom Learning Environment

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Four Components of a Strengths Based Classroom Learning Environment

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"The steps we proactively take to understand, acknowledge, and draw from our strengths to make positive choices"

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"When we believe that every human being is valuable and possesses many strengths, then we intentionally look for these strengths and support individuals in using these for their personal growth."

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"Acknowledging real challenges that we and our students experience but centering our energy on extracting and finding the underlying goodness that each individual brings with them"

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The teacher looks for individual assets each student possesses and builds those up in direct and specific ways