Social and Emotional Learning...

TEACHING WHAT YOU WANT TO SEE MORE OF...

When it comes to the impact of mental health on academic outcomes, the research is finally catching up with veteran teacher leaders’ observations: developing social-emotional competence is key to success in school and in life.

SEL addresses the development of five key areas of social-emotional

competence (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2003):

• Self-awareness: identification and recognition of one’s own emotions, recognition of strengths in one’s self and others, a sense of self-efficacy, and self confidence

• Self-management: impulse control, stress management, persistence, goal setting, and motivation

• Social awareness: empathy, respect for others, and the ability to see different perspectives of the same issue.

• Relationship skills: cooperation, willingness to seek and provide help, and communication

• Responsible decision making: evaluation and reflection and personal and ethical responsibility.

Research shows that SEL has positive effects on academic performance; benefits physical health; improves citizenship; is demanded by employers; is essential for lifelong success; and reduces the risk of maladjustment, failed relationships, interpersonal violence, and substance abuse (Elias et al., 1997; Zins, Weissberg,

Wang, & Walberg, 2004).

Greenberg  etal. (2003) reported that well-designed and well-implemented SEL programming enhances social-emotional competencies (e.g., assertiveness and communication skills), reduces internalizing and externalizing disorders, and improves academic performance. Multiyear, structured classroom instruction that applies social-emotional skills to real-life situations and focuses on school ecology and climate has the most enduring benefits.

--  Maurice J. Elias