Social Emotional Learning

All learners acquire, demonstrate, and assess the non-academic beliefs, attitudes, and knowledge that are essential for success in their intrapersonal and interpersonal lives​. 

Components & Indicators of Social Emotional Learning

Self-Awareness

Self-Management

Social Awareness

Relationship Skills

Responsible Decision-Making

The learner...

• is naturally curious and genuinely interested in what they are learning
• identifies and reflects on their emotions, actions, and choices
• identifies, practices, and reflects on the character traits they need to be successful
• is aware of the necessary skills and mindsets needed to reach their goals

The learner...

• manages and reflects on their emotions
• is able to concentrate or sustain attention without being reminded by educators or peers
• identifies and manages their own time and priorities
• is intrinsically motivated to learn and develop their intellectual, physical, social, and emotional self
• flexibly adapts to transitions, changes, and differences in the environment

The learner...

• seeks to create inclusive communities
• shows appreciation and concern for peers and adults
• is able to display high levels of perspective taking and empathy
• and educator co-create positively framed norms for behavior and interaction

The learner...

• ​actively seeks opportunities to be of service to their peers, family members, and/or neighbors
• resolves conflicts peacefully within a warm, safe, and productive learning environment
• is encouraged to uphold and honor each other's progress and sense of belonging in the classroom

The learner...

• practices response inhibition
• thinks critically before acting or making decisions
• consults with pertinent stakeholders when making decisions
• makes decisions that positively impact their community

Social Emotional Learning Resources

The research-to-practice brief, Teaching the Whole Child, from the American Institutes for Research aims to bridge the connection between social emotional learning and the work that educators are already doing. In order to do so, educators need access to tools, supports, and resources on SEL that are integrated into existing teacher evaluation and professional development systems. Using this model reinforces the importance of SEL, avoids overburdening educators by layering on yet another separate initiative, and ensures that teacher evaluation systems reward successful teaching of these SEL competencies. 

CASEL, the foremost experts on social emotional learning, have created an interactive and resource rich guide to understanding school-wide SEL. These documented, field-tested, and refined strategies for school-wide SEL will offer newcomers and veterans the opportunity to create classrooms that better serve the whole child and influence school systems leading to positive climate and culture across an entire school community.