With intentional planning teachers can mix social-emotional learning with core subjects into the curriculum, it just involves careful blending. Teachers can accomplish this by getting support through mentorship, but mainly by allocating time for exercises that foster self-awareness, self-regulation, understanding others, building relationships, and making ethical choices. By embedding SEL within current subjects, teachers can seek moments to link SEL competencies with academic material. For instance, discussing character growth in literary works can enhance empathy, or executing collaborative projects can enhance teamwork skills. Currently, schools teach SEL as an add-on to the school day, but we’ve learned that it is most effective if you teach it throughout the day.

Most research has demonstrated improved social and emotional knowledge in students; however, applying these skills across various settings remains a challenge. CASEL research suggests that consistent practice was crucial for behavior change, prompting schools to integrate these skills into daily routines. While explicit teaching continued, the focus shifted to providing opportunities for observation, practice, and application with feedback and reinforcement. Ultimately, the study emphasized the need for a more holistic approach to teaching and learning, going beyond just skill acquisition.

What academic applications are necessary to integrate with Social-Emotional Learning (SEL)?

To promote emotional and social development in students, Needham School District implemented several strategies:

• Meetups: Morning meetings and regular meet-ups were organized where students and teachers could interact with each other. These gatherings allowed students to get to know each other, feel welcomed, and participate actively in activities. It helped in providing opportunities to practice social skills.

• Cooperative Groups: Teachers differentiated between group work and cooperative learning. Cooperative learning provides a setting for students to learn and practice social intelligence skills while working together. Teachers used rubrics to assess skills like listening, positive encouragement, leadership, sharing, and reflection, which were integrated into the group activities.

• Social Schedules: Schools examined their daily routines to find opportunities for students to practice social skills in a supportive environment. They reversed lunch and recess to allow students to expend energy before eating. Playground rules were clarified and aligned with classroom expectations. Middle school schedules were modified to provide longer blocks of time, fostering better relationships and focused learning.

Can this concept work for supporting SEL in middle school?

Middle school teachers thought that having 45-minute class periods made the school day feel rushed and chaotic, which made it difficult for students to focus on social and emotional learning. They changed the schedules to have longer blocks of time where they could build better relationships with students and create more learning opportunities. Teachers noticed that students became calmer and more attentive. Even students unsure about sitting for 90 minutes liked more extended periods better than shorter ones. The adjustments made in the Needham study to how they structured learning and teaching, their daily routines, and their practices had significant benefits.

What can schools do to develop preventive measures and anticipate challenges?

Teachers should make sure parents know what's happening at school. The things students learn at school should also be practiced at home. Create a part of the social and emotional curriculum that involves parents. Students spend only a few hours with teachers daily, so involving parents is essential.  Also, consider sharing these strategies during parent-teacher conferences, back-to-school nights, and parent university. 

SEL works when everyone has the same focus!

Teaching students about emotions and relationships during the school day can help them. It's not just about doing well in school but also about learning essential skills for life. These skills will be helpful even when they're not in school anymore. It's like giving them tools for a happier and more prosperous future, especially in a changing world.

 References

 Bonaiuto, S., Johnson, G., & Poliner, R. (2005). Learning throughout the day. Educational Leadership, 63(1), 59–63.

 Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An education leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago: Author.