What is SEL for Educators?
Social-emotional learning (SEL) shares some similarities with terms such as emotional intelligence, resilience, well-being and self-care. However, the specific components of SEL for adults in school settings are unique. Educator SEL is:
The competencies that adults need in order to manage stress
The first in a series of briefs on integrating social-emotional learning with academics through a racial equity lens, coauthored by TransformEd and Achievement Network.
The Trauma-informed Social-Emotional Learning in the Classroom toolkit has been developed with a strengths-based approach, providing strategies to help educators capitalize on students' existing skills and mindsets and to ensure the climate of the classroom and school are conducive to students' development. The toolkit provides a brief overview of the types of adversities that research suggests can have a negative effect on children's lives and some strategies that educators can use in their classrooms and schools to support students experiencing adverse childhood experiences (ACEs) and other types of trauma. The research-based toolkit is rich with resources to explore, strategies to implement, and prompts for reflections aimed at facilitating educator learning and engagement with the material. In recognizing the importance of educator well-being among those who support children who have experienced or are experiencing trauma, the toolkit also discusses symptoms of secondary traumatic stress and strategies for self-care.
The third, and final, brief in the Fostering Strong Relationships series focuses on ways school leaders can cultivate trusting relationships with and among their school staff. In this brief, we discuss the research on the importance of strong relationships between school
The second brief in the Fostering Strong Relationships series focuses on ways teachers can support positive peer interactions in the classroom, through intentional relationship-building and social perspective-taking strategies. In it, we discuss the research on the importance of strong peer relationships, the perspectives of educators and students in the schools we visited, and evidence-based best practices for building positive peer relationships.
This brief focuses on ways teachers can develop and sustain strong relationships with their students, based on the theoretical underpinnings of the importance of this component, the perspectives of educators and students in the schools we visited, and evidence-based best practices.
Centering Educators’ Expertise: Learning About Innovative Approaches to Social-Emotional Learning from School Partners in the Boston Charter Research Collaborative
Grounding research-practice partnerships in educators’ expertise can offer us insight into innovative approaches that schools are using to foster student SEL. In our latest working paper from the Boston Charter Research Collaborative, we share lessons learned and recommendations for putting educators at the forefront of research-practice partnerships. We also share strategies and resources in use by BCRC educators from Roxbury Preparatory Charter School, Match Charter Public School, KIPP Massachusetts, and Boston Collegiate Charter School.
Which Individual and School-Level Factors Predict Student Perceptions of the School Climate in a Diverse Sample of Charter Schools Throughout the Country?
This working paper on student perceptions of their school culture and climate was produced as part of a multi-year partnership between Transforming Education & NewSchools Venture Fund. As part of this partnership, nearly 3,000 students in grades 4-12 from 18 innovative schools across the country were asked about their perceptions of seven distinct aspects of the school’s culture and climate: cultural and linguistic competence, learning strategies, rigorous expectations, school safety, sense of belonging, student engagement, and teacher-student relationships. The paper explores student and school-level factors that predict students’ perception of the school climate in this diverse sample of charter schools throughout the country.
While there has been a growing interest among districts and schools to expand their definition of student success to focus on the whole child, many educators still lack the measures needed to prioritize and inform this work. The CORE Districts, a group of districts in California committed to measuring and supporting an expanded definition of student success, have created a survey to identify the social-emotional strengths and needs for students in grades 4-12. This survey asks students about their perceptions of their own growth mindset, self-efficacy, self-management, and social awareness. Through Transforming Education’s resources and the Assessment Work Group Assessment Guide, the survey is freely accessible to any school or district seeking to administer it.