What is Social and Emotional Learning (SEL)?
“When students feel safe and supported, they are truly ready and able to learn” -- Laura Weaver & Mark Wilding
Middle School is an important transitional period for youth, who often feel increased pressure during this time. Impacted by increased academic expectations, the desire to fit in, and challenges that come with social media, students have a lot of feelings and responsibilities to balance. We understand that the stress that students experience often impacts their ability to be successful academically, behaviorally and socially. Stress can interfere with learning, making it difficult to manage emotions, avoid distractions, participate in classroom discussions and projects, submit work on time and fully completed, and take healthy risks. When students don’t feel successful, this further impacts their self-esteem and can influence behavior.
Our goal is to help students better understand and respond to their stressors so they can feel regulated and ready to learn. As a result of promoting Social and Emotional Learning (SEL), students will increase self- and social awareness, increase self-management skills, and improve relationships and decision-making skills.
Students will learn the following concepts and skills:
When stress is well-managed and thoughts, emotions and behaviors support safety, learning, and positive relationships
When stress is not managed in healthy ways; challenging thoughts and emotions can trigger unexpected behaviors which interfere with academic and social success
Distracted or negative thoughts that interfere with regulation
Shifting (Mindset and Actions)
Mental flexibility; the ability to transition successfully from one activity to another; the ability to transition successfully from unproductive thoughts/behaviors (dysregulation) to productive ones (regulation)
The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior; the ability to accurately identify one’s own strengths and challenges; the ability to accurately identify the stressors that contribute to dysregulation or impulsive thoughts and actions
The ability to respect and empathize with others, understand alternative perspectives and appreciate diversity, and recognize and meet expectations for behavior and interacting with others
The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations- effectively managing stress, controlling impulses, and motivating oneself; the ability to set and work toward personal and academic goals; the awareness and ability to use self-regulation strategies to regulate mood, thoughts and behaviors