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 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.
Success in school and in life depends on more than academic ability alone. Rigorous longitudinal research has demonstrated that specific competencies—such as growth mindset, self-efficacy, self-management, and social awareness—have a significant impact on students’ academic performance and persistence in school as well as their broader life success, as measured by a variety of health, wealth, and well-being indicators in adulthood.
Social Awareness is the ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Self-management, which is also referred to as “self-control” or “self-regulation,” is the ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, delaying gratification, motivating oneself, and setting and working toward personal and academic goals.i Students with strong self-management skills arrive to class prepared,
Self-efficacy is the belief in one’s ability to succeed in achieving an outcome or reaching a goal. An internal belief, self-efficacy is related to whether a student believes that s/he has sufficient control over his/her environment in order to succeed. High self-efficacy reflects confidence in the ability to exert control
Students with a fixed mindset believe that their own intelligence and talent are innate traits that don’t change. For example, they might say, “I just can’t learn math.” These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks. Students with a
What is Mindfulness?
Mindfulness is a state of awareness and a practice; it involves attending to the present moment and cultivating an attitude of curiosity, openness and acceptance of one’s experience. It is a secular (non-religious) practice that is backed by a growing body of compelling scientific evidence that indicates a wide range
Self-Efficacy is the belief in one’s ability to succeed in achieving an outcome or reaching a goal. This belief, specific to a task or an area of knowledge or performance, shapes the behaviors and strategies that help one pursue their goal. High self-efficacy reflects confidence in the ability to exert