#sel curriculum

[worldoflittledude]

Social emotional curriculum for elementary

Discover the Big World of Little Dude, a social emotional curriculum for elementary kids that nurtures empathy and kindness. Designed for ages 3-7, this engaging SEL resource offers interactive activities, fostering emotional intelligence and positive behaviors. Perfect for schools and parents, it helps young learners develop essential life skills while creating a supportive, compassionate environment.

[inspired-lesson-plans]

Do Now: (5 min)

Students start a blank Google Doc and type up a list of everything they think they know about Obsessive Compulsive Disorder. Next to each item, they should rank their confidence of each statement with a number from 1-10 (i.e. "OCD people wash their hands a lot: 8"). If they have little or no prior knowledge about OCD, then students are encouraged to read through the notes on this post and begin making deductions.

Guided Learning:

Students copy and paste their notes to a class-wide table Google Sheet. When complete, instructor sorts comments by rank and begins reading the statements that students were the most confident in, then adds another column: Accuracy. Select a few statements to review with the class. Highlight and praise statements that are highly accurate, but please clearly correct misunderstandings. You do not need to go through every statement on the list, but addressing the largest misunderstandings is very important. Make sure you don't spend too much time here, but do take stock of your class's prior knowledge.

Proceed with direct instruction about OCD as appropriate for your class.

Higher Order Learning:

Students go back and reread the posts by @moonlarked. Individually, they must compose a written response on their original Google Docs explaining what exactly the Tumblr user was concerned about. Why would posts of such nature as they described be so upsetting to someone with OCD? The goal here is to demonstrate both an understanding of the disorder and to show empathy for individuals with OCD.

After they have written a comprehensive response, they should go back and review their statements from the Do Now and revise them for accuracy, both on their own Google Doc (must be submitted) and on the class-wide Google Sheet.

Extension:

Pretend that OP mistakenly wrote "this site really hates people with cod"

Write a parody of the follow-up post explaining all the ways that Tumblr is mean to people with cod.

this site really hates people with ocd

[nothorses]

follow up question because of your addition to that one post advocating SEL:

Do you know where parents and teachers can find resources to teach themselves how to better implement SEL in their homes and communities? Especially for people who don't have this kind of learning in their school system nor as a part of their own upbringing, I think this is something that's very valuable that people might still want to being into their lives, especially in underfunded red states which choose to politicize it and might never have this included within the official school curriculum.

(It also couples well with lessons I've seen students pick up in the after school martial arts program I teach, but I don't think we as a school have actually pursued this kind of learning with clear intentionality so much as the traditions and culture of this specific school defacto enforces social learning and a collectivist mindset. I would love to be more intentional about it.)

I think it really depends on your context!

I'm not an expert in SEL curriculum by any means, and really, my understanding of it is just that it's a model for teaching kids important social/emotional skills that we've previously expected them to be learning anyway- but that we've found is actually really inconsistent, with inconsistent-at-best results without more focus and thought put into a plan.

SEL curriculum is, ime, designed to help name and focus on key skills and values, and then teach them consistently across as broad an area as possible. With that in mind, my recommendation for trying to implement it on a personal/individual level (as opposed to a district/school level) is to read through the resources that already exist, identify the pieces that you can use in your context, identify the pieces you can use if you modify them, and go from there. Having an understanding of what those pieces are trying to accomplish is important, so you can make sure that what you're using and how you're using it makes sense.

The link I shared in that post is to CASEL, which is an organization that specializes in implementing SEL curriculum from the classroom level, to the state policy level. They have resources for folks who want to champion the implementation of SEL in their local schools, and for implementing SEL themselves at various levels, including their own classrooms.

I really encourage you to read through some of those! They might not apply directly, but in all likelihood you'll find things that apply more to a community in a broad sense than a school specifically, or practices designed for classrooms that will work in contexts like after school martial arts.

SEL is more effective when it's implemented on larger scales, but it's definitely worth doing on a smaller scale if you can't, and it's great that you're interested in trying! And if the online resources aren't enough for you, you might consider professional development (if you're an educator; even subs are often comped by the school/district for professional development) or researching and reaching out to SEL experts who can help you learn more, and tailor their advice to your specific context.

Good luck!!

[religion-is-a-mental-illness]

By: Julian Adorney, Mark Johnson and Geoff Laughton

Published: Mar 23, 2024

In The Divine Conspiracy, Dallas Willard tells the story of a jet fighter pilot who was practicing high-speed maneuvers. As Willard puts it, “She turned the controls for what she thought was a steep ascent—and flew straight into the ground. She was unaware that she had been flying upside down.”

What if we were flying upside down? But let’s go further. What if an entire generation was flying upside down–flying through fog and danger, unable to see either ground or sky, and the well-intended adjustments pushed on them by “experts” were just bringing them closer to catastrophe?

That’s the lens through which we interpret Abigail Shrier’s New York Times bestseller Bad Therapy.

There’s no denying that the youngest generation is in crisis. As the Addiction Center notes, members of Generation Z “run a higher risk of developing a substance abuse problem than previous age groups.” A 2015 report found that 23.6 percent of 12th graders use illicit drugs. The American Psychological Association reports that just 45 percent of Gen Zers report that their mental health is “very good” or “excellent,” compared with 51 percent of Gen Xers and 70 percent of Boomers. A concerning 42 percent of Gen Zers have been diagnosed with a mental health condition, and an astounding 60 percent take medication to manage their mental health.

It gets worse. The rate of self-harm for girls age 10-14 increased over 300 percent from 2001 to 2019 (before the pandemic). According to a 2021 CDC survey, 1 in 3 teenage girls have seriously considered killing themselves.

Well-meaning therapists, teachers, and school counselors are trying to help the next generation to rise up. But what if everyone involved is upside down? What if, like the fighter pilot that Willard describes, what they think is rising up is actually bringing them into deeper danger? Shrier makes a strong case that that’s exactly what’s happening.

Lots of educators encourage kids to spend more time checking in with their feelings. In the 2021-2022 school year, 76 percent of principals said that their school had adopted a Social and Emotional Learning (SEL) curriculum. Common SEL practices include: asking students how they’re feeling at the start of each day, teaching that students should be more aware of how they’re feeling in any given moment, and encouraging students to use activities like writing and art to express their feelings.

The problem is that all of this obsession with feelings can actually make students feel worse. As Yulia Chentsova Dutton, head of the the Culture and Emotions Lab at Georgetown University, says, “Emotions are highly reactive to our attention to them.” “Certain kinds of attention to emotions, focus on emotions,” she explains, “can increase emotional distress. And I’m worried that when we try to help our young adults, help our children, what we do is throw oil into the fire.” Or to put it another way: when we ask kids over and over again how they’re feeling, we’re subtly and accidentally encouraging them to feel bad.

The reason is that, as psychiatry professor Michael Linden explains, most of us don’t feel happy all the time. Dealing with life involves ignoring a certain amount of moment-by-moment discomfort: I’m tired, my feet hurt, I’m sore from sitting down all day, I’m a little worried about my mom. When we encourage kids to check in many times per day on how they’re feeling, we’re tacitly encouraging them to bring to the surface–and then dwell on–all the things going on in their minds that are not “happiness.” That’s why, as Linden puts it, “Asking somebody ‘how are you feeling?’ is inducing negative feelings. You shouldn’t do that.”

But it gets worse.

Obsessing over our emotions can actually prevent us from doing the things that might make us feel better. Anyone who’s spent too long wallowing after a bad break-up knows this; at a certain point, you have to shelve your unpleasant emotions so that you can get on with your life. Psychologists describe two mental states that we can occupy at any given time: “action orientation” and “state orientation.” “State orientation” is where you focus primarily on yourself (e.g., how you feel about doing the task at hand, whether your wrist hurts or you’re starting to get sick, etc.). “Action orientation” is where you primarily focus on the task at hand. As a study published by Cambridge University Press notes, only the latter is actually conducive to pursuing and accomplishing goals. “State orientation is a personality that has difficulty in taking action toward goal fulfillment,” the authors warn. By encouraging young people to focus so much on their feelings, we might be hurting their ability to adopt the mindset necessary to accomplish goals in life. If so, that would make them even more unhappy. 

But the dangers posed by well-meaning “experts” telling students to fly in the wrong direction–towards the ground instead of towards the sky–go well beyond encouraging unhappiness and depression. Rates of suicide and self-harm for young people are skyrocketing. But in their attempts to cope with the spike, well-meaning administrators might be making the problem worse. Here are questions from the 2021 Florida High School Youth Risk Behavior Survey, administered to students age 14 and up:

During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more in a row that you stopped doing your usual activities?  During the past 12 months, did you ever seriously consider attempting suicide?  During the past 12 months, did you make a plan about how you would attempt suicide?  During the past 12 months, how many times did you actually attempt suicide?  If you attempted suicide during the past 12 months, did any attempt result in an injury, poisoning, or overdose that had to be treated by a doctor or nurse?

A survey authored by the CDC asked students “During the past year, did you do something to purposely hurt yourself without wanting to die, such as cutting or burning yourself on purpose?” Another survey offered this question to Delaware middle schoolers: “Sometimes people feel so depressed about the future that they may consider attempting suicide or killing themselves. Have you ever seriously thought about killing yourself?”

Administrators may be asking these questions with the best of intentions, but the end result is to normalize suicide in young peoples’ minds. If you were 12 years old and taking a survey like this along with all of your classmates, you might reasonably conclude that suicide, or at least suicidal ideation and/or self harm, were pretty common at your school. Otherwise, why would everyone your age have to take such an exhaustive assessment about it?

One reason this is so dangerous is that, as Shrier writes, ��The virality of suicide and self-harm among adolescents is extremely well-established.” Following the release of Netflix’s TV show 13 Reasons Why, which some said valorized a fictional girl who killed herself, several studies found a spike in teen suicide rates. The CDC agrees. In a post warning about the dangers of “suicide contagion,” the CDC said that journalists should avoid things like:

“Engaging in repetitive, ongoing, or excessive reporting of suicide in the news.”

“Reporting ‘how-to’ descriptions of suicide.”

“Presenting suicide as a tool for accomplishing certain ends” (i.e., as a “means of coping with personal problems”).

But this is most of what the surveys described above are doing. They are deluging students with repetitive and excessive discussion of suicide. They are describing different methods for killing yourself (e.g., cutting or burning yourself). One survey, which asks students who have considered killing themselves why they did so (possible answers include “demands of schoolwork,” “problems with peers or friends,” and “being bullied”) is a textbook example of presenting suicide as a “means of coping with personal problems.”

The authors of these surveys seem to at least recognize the risk that students are flying upside down, and that these surveys might take them closer to the ground. One survey concludes by telling students, “If any survey questions or your responses have caused you to feel uncomfortable or concerned and you would like to talk to someone about your feelings, talk to your school’s counselor, to a teacher, or to another adult you trust.” The survey also includes links to different hotlines.

Communicating to kids that suicide is normal and a possible solution to their problems might be the worst way that some schools are failing kids, but it’s also far from the only way.

Schools are increasingly lax about standards, willing to let almost anyone get away with almost anything. Some accommodations do make sense: for example, it makes sense to give a kid with dyslexia more time to complete the verbal component of the SAT. But Shrier argues that standards are falling for perfectly healthy students too. “School counselors—students’ in-school ‘advocates,’” Shrier writes, now “lobby teachers to excuse lateness or absence, forgive missed classwork, allow a student to take walks around the school in the middle of class, ratchet grades upward, reduce or eliminate homework requirements, offer oral exams in place of written ones, and provide preferential seating to students who lack even an official diagnosis.”

Shrier documents stories of students who have been allowed to turn in work late because they were having a “tough Mental Health Day” or because “I was having a rough day and dealing with my gender identity.”

The problem with this is that one of the primary things that children and teenagers do is try to figure out the boundaries of the world. When a child throws a tantrum, it’s not malicious–they’re trying to understand this new world and figure out what they can get away with. As Jordan Peterson writes in Twelve Rules for Life, young children are “like blind people, searching for a wall.” “They have to push forward, and test,” he writes, “to see where the actual boundaries lie.” What’s true of young children is also true of older children and even (to a lesser extent) adults. All of us are trying to figure out the rules of life–that is, what we can get away with. If well-meaning teachers and counselors tell students that one of the rules is that you don’t have to do your homework on time if you say that you’re having a rough day, then we shouldn’t be surprised when more young people seem to manifest rough days.

But this is the opposite of what students need–especially the truly disadvantaged students who so many of these efforts seem to be aimed at helping. In his memoir Troubled, clinical psychologist Rob Henderson writes that, “People think that if a young guy comes from a disorderly or deprived environment, he should be held to low standards.” But, he warns, “this is misguided. He should be held to high standards. Otherwise, he will sink to the level of his environment.”

So kids are depressed, anxious, and poorly behaved. Educators are trying to help them by encouraging them to tap in more to their feelings, by asking them more questions about suicide, and by trying to accommodate their difficulties even more. But all of this is backwards. Educators are encouraging students to do what they think will take them higher–away from the ground and back to the safety of the sky. But both kids and educators are upside down. And every adjustment that the “experts” are telling kids to make just brings them closer to the ground–and a catastrophic collision.

Now’s a good time to emphasize that this isn’t all schools, all teachers, or all administrators–not by a long shot. There are heroic educators working every day to help students to rein in their problems, stop taking advantage of accommodations that they don’t need, and develop the emotional resilience to deal with the problems of adolescence. But the problems documented above do represent a trend. And while it’s not every school, the trend is too big to ignore.

What will happen if this trend continues–if an entire generation keeps going “up” until they crash into the ground? Most severe and most damaging is the harm to the generation itself. Shrier tells the story of Nora, a 16-year-old girl who helps put a human face on all of the brutal statistics described in the introduction to this piece. Nora describes her friends as going through a litany of serious mental health problems: “anxiety,” “depression”; “self-harm” (as Shrier notes, “lots of self-harm”) including “Scratching, cutting, anorexia,” “Trichotillomania” (pulling your hair out by the roots); and more. As Shrier writes, “Dissociative identity disorder, gender dysphoria, autism spectrum disorder, and Tourette’s belong on her list of once-rare disorders that are, among this rising generation, suddenly not so rare at all.”

But the dangers can also ripple out beyond just one generation. The full danger may be nothing less than an imperiling of our democracy.

As Shrier notes, many kids in school are almost constantly monitored. Her own kids have “recess monitors” at their school–“teachers who involve themselves in every disagreement at playtime and warn kids whenever the monkey bars might be slick with rain.” On the bus home, they have “bus monitors.” Better that kids know they’re being observed by an adult at all times than that one kid push another to give him his lunch money.

One of the most pervasive forms of monitoring is what are called “shadows”—ed techs or paraeducators whose job is to cling closely to one particular student so that they don’t have any issues. The original intention certainly made sense. If a child had autism, a shadow could help the kid to integrate into the main classroom rather than being sent to Special Ed. But, as Shrier notes, scope creep has been substantial. “Today,” she writes, “public schools assign shadows to follow kids with problems ranging from mild learning disabilities to violent tendencies.” Nor is the problem restricted to public schools: “private schools advise affluent parents to hire shadows to trail neurotypical kids for almost any reason.” Shadows monitor and guide almost every interaction with their chosen student, from when to raise her hand to how long to hug a fellow student.

As Peter Gray, professor of psychology at Boston College and an expert on child development, puts it, “Kids today are always under the situation of an observer. At home, the parents are watching them. At school, they’re being observed by teachers. Out of school, they’re in adult-directed activities. They have almost no privacy.”

But when kids spend their entire waking lives being monitored by an adult, they start to think that kind of monitoring is normal. Worse, they start to think that they need it. If a child gets constant guidance from an adult, what are the odds that she’s going to cultivate her own independence? If she expects authoritarian adults to monitor and run every aspect of her life already, what is she going to think of a liberal democracy that more-or-less leaves people free to handle their own affairs?

No wonder just 27 percent of Americans age 18-25 strongly agree with the statement that “Democracy may have problems, but it is the best system of government” (compared to 48 percent of Americans as a whole). 

So what’s the solution? If our kids are upside down and getting lower to the ground, then the only thing that makes sense is to help them reverse course. Is there something that’s the opposite of always asking them about their feelings, telling them that life is too much for them or their peers to cope with, and constantly telling them that they’re too fragile to do their homework if they’re having a rough day? Yes. That something is called antifragility.

Antifragility is the idea that whatever doesn’t kill you makes you stronger. As social psychologist Jonathan Haidt and president of the Foundation for Individual Rights and Expression Greg Lukianoff note in The Coddling of the American Mind, kids are naturally antifragile. That doesn’t just mean that they’re tough. It means that “they require stressors and challenges in order to learn, adapt, and grow.” Not letting a kid hand in homework late doesn’t just teach them to do their homework on time; it also teaches them that they can deal with a 0 in class and not die. They can pick themselves up, brush themselves off, and even earn an A in the class overall if they bust a sweat for the rest of the semester. Telling a kid who’s having a “tough mental health day” that you’re sorry to hear it but they still need to take today’s test doesn’t just teach the kid that low-level excuses don’t fly; it also teaches them that a hard day isn’t enough to stop them. It teaches them that they’re stronger than whatever negative emotions they’re currently experiencing.

It’s time to remind kids that they are strong–before it’s too late.

All quotes not otherwise attributed come from Abigail Shrier’s book Bad Therapy.

-

About the Authors

Julian Adorney is a Contributing Writer to FAIR’s Substack and the founder of Heal the West, a Substack movement dedicated to preserving and protecting Western civilization. You can find him on X at @Julian_Liberty.

Mark Johnson is a trusted advisor and executive coach at Pioneer Performance Partners and a facilitator and coach at The Undaunted Man. He has more than 25 years of experience optimizing people and companies. He blogs at The Undaunted Man’s Substack.

Geoff Laughton is a Relationship Architect/Coach, multiple-International Best-Selling Author, Speaker, and Workshop Leader. He is the founder of The Undaunted Man. He has spent the last twenty-six years coaching people world-wide, with a particular passion for supporting those in relationship, and helping men from all walks of life step up to their true potential.

[wevillage]

Discover Quality Childcare at WeVillage in Sherman Oaks

In today's busy world, finding reliable, safe, and engaging childcare can be a challenge for parents. WeVillage Childcare in Sherman Oaks understands the diverse needs of families, providing a supportive and innovative approach to early childhood care that combines safety, learning, and fun. Our commitment to high-quality childcare focuses on creating a space where children can thrive socially, emotionally, and academically—all while giving parents peace of mind.

The WeVillage Difference: Flexible and Customized Care

At WeVillage, we understand that every family is different, and so is every child. Our approach is built around flexibility and personalization, offering a range of options to suit parents' varying schedules and children's unique personalities. We provide half-day, full-day, and after-school programs that fit seamlessly into busy family routines.

Our experienced and caring staff is dedicated to building trusting relationships with each child. This means knowing their interests, nurturing their strengths, and providing encouragement that helps them grow into confident, independent individuals. With low child-to-staff ratios, WeVillage ensures that each child receives the attention and guidance they need.

A Safe, Inspiring Environment for Learning and Growth

Safety is our top priority at WeVillage Childcare. Our Sherman Oaks facility is designed to offer children a safe, comfortable, and stimulating environment. We adhere to strict health and safety protocols, ensuring that both the physical and emotional well-being of children are maintained.

Beyond safety, we’ve created a space that inspires curiosity and creativity. The classrooms are equipped with age-appropriate materials and resources that promote exploration, critical thinking, and cooperative play. Whether children are building with blocks, painting, or engaging in sensory activities, they are encouraged to express themselves freely while learning through play.

Educational Enrichment Through Play-Based Learning

Our philosophy at WeVillage is that play is essential to a child's growth. Through play-based learning, we promote cognitive and social skills, fine and gross motor development, and emotional awareness. Each activity is carefully curated to help children achieve important developmental milestones, setting the foundation for lifelong learning.

Our curriculum is designed to inspire curiosity and wonder. From storytelling and music to hands-on science experiments and creative arts, we offer a diverse range of activities that stimulate young minds and encourage a love of learning. By making learning fun, WeVillage helps children build confidence and a strong sense of self.

Building Social Skills and Emotional Resilience

WeVillage Childcare places a strong emphasis on social-emotional learning (SEL), understanding that these skills are essential for healthy development. In our programs, children learn important skills like empathy, cooperation, and conflict resolution through group activities, shared play, and guided interactions. By learning to communicate and connect with others, children develop the resilience and interpersonal skills that will serve them throughout their lives.

Supporting Parents and Creating a Community

At WeVillage, we see ourselves not only as a childcare provider but as part of a community. We aim to support parents by offering reliable childcare solutions and providing a network of resources and support. WeVillage’s friendly and knowledgeable staff are always available to discuss a child’s progress, answer questions, and provide advice.

We also host family events, workshops, and information sessions, giving parents a chance to connect, learn, and share experiences. We believe that by building a supportive community around our families, we’re creating a stronger foundation for children’s growth and development.

Why Choose WeVillage Childcare in Sherman Oaks?

With our safe and engaging environment, dedicated and caring staff, and commitment to educational and social development, WeVillage Childcare in Sherman Oaks offers a unique childcare experience. We give parents peace of mind, knowing that their children are in good hands, receiving the care, attention, and education they deserve.

If you’re looking for a flexible, dependable, and enriching childcare solution in Sherman Oaks, WeVillage is here to support your family. Discover a childcare center where your child’s curiosity, creativity, and potential are celebrated every day.

[educationlifeskills]

How Life Skills Education Prepares Youth for Career Success

In an increasingly competitive job market, the importance of life skills education cannot be overstated. While academic achievements and technical skills are essential, employers are now placing a greater emphasis on soft skills—such as communication, problem-solving, and emotional intelligence. Life skills education equips youth with these critical competencies, preparing them for successful careers and fulfilling lives.

The Role of Life Skills Education

Life skills education encompasses a range of abilities that help individuals manage their personal and professional lives effectively. These skills include:

Communication: The ability to express ideas clearly and collaborate with others.

Critical Thinking: Analyzing situations and making informed decisions.

Emotional Intelligence: Understanding and managing one’s emotions as well as empathizing with others.

Adaptability: Being flexible and open to change in various situations.

Problem-Solving: Developing strategies to overcome challenges.

By integrating these skills into educational curricula, schools can foster a generation of well-rounded individuals ready to tackle the complexities of the modern workplace.

Integrating Restorative Practices in Schools

One effective method for enhancing life skills education is through restorative practices in schools. These practices focus on building a strong sense of community and teaching interpersonal skills, which are crucial for career success. Instead of relying on punitive measures for misbehavior, restorative practices encourage dialogue, empathy, and understanding among students.

For example, implementing community-building circles allows students to share their thoughts and feelings in a safe environment. This not only helps in resolving conflicts but also fosters relationships that enhance emotional intelligence—an essential skill in any workplace.

The Impact of Social and Emotional Learning Programs

Social and emotional learning (SEL) programs are vital components of life skills education. These programs teach students how to manage their emotions, set goals, and establish positive relationships. Research shows that students who participate in SEL programs demonstrate improved academic performance and better social interactions.

By incorporating SEL into the curriculum, schools can create a supportive environment where students feel valued and understood. This sense of belonging is crucial for developing confidence and resilience—qualities that are highly sought after by employers.

Courses for Youth Facing Challenges

At Education Lifeskills, we recognize that not all students have equal access to life skills education. Many face personal challenges that hinder their development. Therefore, we offer specialized courses designed to address these issues head-on. Our programs focus on equipping youth with the tools they need to navigate life's obstacles effectively.

Whether it’s through conflict resolution training or workshops on emotional regulation, our courses aim to empower students to take charge of their futures. By providing practical strategies for overcoming difficulties, we prepare them for both personal growth and career success.

Conclusion

Life skills education is essential for preparing youth for successful careers in today’s dynamic job market. By integrating restorative practices in schools and implementing effective social and emotional learning programs, we can equip young individuals with the necessary competencies to thrive. At Education Lifeskills, we are committed to providing courses for youth, students, parents, and educators that foster these vital skills. Together, we can pave the way for a brighter future where every young person has the opportunity to succeed.

[theliterarywolf]

PARENTS! Blaming everything else but not the main issue!

Which does wonders to muddy the waters for the few parents who actually have legitimate issues with their child's education.

Things like lack of funds for student accommodations and IEP/504s, lack of language resources for SEL students that don't speak Spanish, Admins pushing curriculum that aims to shove rectangle students into pinprick holes, not informing your new English teacher that one of their students is prone to seizures and that they should have a response plan developed just in case and the teacher was completely in the dark until the student themselves had to walk up to me and ask 'So... I'm prone to seizures. I wanted to know what your procedures are for that'. Just for the school nurse to eventually send over a YouTube video on 'How to Handle Seizures 101'!

...I'm not mad!! Why on earth would anyone think I'm still mad?!

[brialitypoetry]

Ya girl is growing like a beanstalk!

This past week made 6 years since I started my career in arts education at [insert nonprofit org]. I didn't know it was arts education then. Hell, I ain't know a lot of shit then. When I walked in as Program Coordinator, I really just NEEDED a full time job with benefits; today, I’m a confident arts educator and the Director of Education and Youth Development at the same nonprofit. Here are some things I've learned since March 2018:

You don't know shit until you learn some shit! I walked in knowing it all!! Until I had to learn it all. A lot of us walk into jobs, projects, opportunities thinking we will immediately start implementing new, bubbling ideas. I found my season of learning the organization to be gruesome, humbling, and ultimately growing.

Lean into what you do know! Truth is, I created my current role. I saw a need inside our program and filled it with what I knew. Theatre games, team building, life skills! Turns out what I did naturally was actually knocking on the door of SEL development i.e. collaboration, conflict resolution, self management, emotional regulation, etc. That’s when we [the org & myself] found out funders and donors LOVE programs that center social, emotional skill development for youth and communities!!! Lmao.

Take control of your own professional development! Yes, my instincts were natural but that doesn't mean I didn't need developing. I definitely needed to walk it like I talked it. How could I teach emotional regulation to children without working to regulate my own. So, I found PDs, conferences, programs, a mentor [haha another story for another day], a therapist [AMEN!!!], and challenging opportunities that would grow me personally as well as stretch my understanding of youth development and shape my ideology around SEL curriculum building. Whew! It’s been a ride! And lastly,

Stick with some shit! Y'all! I aint gon lie like I've not tried to quit, and a few times lmao, cause what millennial you know have stayed at ONE job for 6 years? Exactly. However [insert non profit org] really invested in my growth and understanding of arts education. They granted and funded professional opportunities that would lay the groundwork for the organization’s Education DEPARTMENT! A first for [insert nonprofit]!! I’m over a department y’all. That’s nuts!! I never could have guessed this 6 years ago.

Since 2018, so much has changed. And I thank God for nothing being the same. I made no resolutions in 2024. I want to rest in this season I’ve worked so hard to get to. Let come what may. I’ll be ready! ✨

[emkathleennn]

Readerly exploration #1 & #2

Due: Aug. 28th

“Toward an Educationally Relevant Theory of Literacy Learning”  

Takeaway: A student’s engagement is key! If a student does not engage in literacy or language, no learning will occur.

Nugget: Sometimes we don’t realize the simple things like how habits are best formed by associating a desired response with the appropriate stimulus. This all relates back to dynamic systems theory. When a human perceives something as appealing or motivating, they are more likely to act.

“Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Programs”

Takeaway: It is so beneficial for teachers or aides to extend a child’s need to maintain sel- direction as well as their problem- solving abilities. This gives the child a sense of ownership and independence. 

Nugget: I think it’s so crazy that teachers have the ability to recognize patterns in a young student’s writing/ print and they can use this as a guide in selecting appropriate reading materials and sound games to focus on that individual student.

Activity

For these readings I decided to learn something about the author(s) of the readings and note how what I’ve learned impacted my motivation and/ or purpose for the reading.

“Toward an Educationally Relevant Theory of Literacy Learning”:

Brain Cambourne is currently an associate professor and Principal Fellow at the University of Wollongong in NSW, Australia. He began teaching in 1956 and has since become one of Australia’s most eminent researchers for literacy and learning. He is best known for creating the 7 conditions for learning. Cambourne believes that these seven factors must be in place to provide an optimal learning environment for all students. It is clear that Cambourne is very passionate about this topic. He has spent over 20 years researching in finding an educationally relevant theory of learning. He knew that what he observed day to day in a classroom conflicted with what he knew these children could do. These children did not display the deficits of understanding and mastering skills. He knew he needed to act.

“Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Programs”:

Susan J. Britsch is an associate professor of Literacy and Language Education in the Department of Curriculum and Instruction at Purdue University. Britsch is also a formal preschool teacher. She has published several other academic articles about children’s language and literacy development and about the ways in which teachers are able to research perspectives of young children’s behavior. Daniel R. Meier is a professor of Elementary Education at San Francisco State University. Dr. Meier works with local early childhood inquiry groups and teaches preschool in the area of language and literacy development. He, too, has written multiple articles and books on early childhood education, language, literacy education, international education, etc. Britsch and Meier both have expertise in the area of young children and you can tell they worked very diligently to write such an informative article. It is important to recognize that there is attention being called to direct instruction in reading skill development from preschool to third grade. Together, they were able to address and research the needs of young students. There is community in literacy and it can all be tied to notions of literacy teaching and learning as a social practice.

@sfischer819

[camp-counselor-life]

So I recently finished an online class and wanted to share this about SEL (Social Emotional Learning) with you:

"RULER is the name of our systemic approach to SEL, and it also is an acronym for the five skills of emotional intelligence:

Recognizing emotions in oneself and others

Understanding the causes and consequences of emotions

Labeling emotions with a nuanced vocabulary

Expressing emotions in accordance with cultural norms and social context

Regulating emotions with helpful strategies"

The accompanying video described how this "RULER" has been implemented in a school and what the kids thought. Overall, I find SEL to be such an important aspect of school, and youthwork in general.

They talk about a "charter" as a key component, which is basically the team contract we make with our kiddos at the beginning of the week. They also talk about the mood meter, to label emotions, the meta moment to "activate our best selves," and the blueprint, which seems to be some kind of feelings worksheet that invokes emotional labeling and empathy.

They also had this graphic:

Image ID: Five concentric circles. The inner most is labeled "Social and Emotional Learning," and around it, in the second circle, are five spokes colored orange, green, and yellow, that read, "Self-awareness," "Self-management," "Responsible decision-making," "Relationship Skills," and "Social Awareness." The next circle out is bright blue and reads "Classrooms," and "SEL Curriculum and Instruction." The next circle out is a lighter blue and reads "Schools" and "Schoolwide practices and policies." The outermost circle is the lightest blue and reads "Homes and communities" and "Family and community partnerships." All text is in black and all caps. Circles are outlined in white. There is a watermark on the lower right corner that reads (c) CASEL 2017. End ID.

[worldoflittledude]

Social and emotional learning activities

Explore 120 hands-on social and emotional learning activities designed for kids ages 3-7. These engaging and educational activities help children develop emotional intelligence, empathy, and social skills. Perfect for parents looking to foster emotional growth, this activity pack offers fun, screen-free learning. Download today and support your child's development through meaningful play and exploration!

[bloomingonionbitch]

if you're frustrated with our public education system AND Canvas as a platform overall, i highly suggest getting stoned and writing your 7th graders individual notes of encouragement because sometimes there's not much you can do about classroom behaviors and "management" because these kids are shushed and scolded so often that they're meaningless tactics (understandably so) and moving seating charts around mean nothing in an incredibly small classroom and not to be all "Freedom Writers 'n' Shit" but i really think post-COVID all they hear are how behind + bad they are compared to previous classes of students that didn't experience a collective trauma and learning disruption that's the thing too!!! we noticed what was clogged and constrictive in the education system and instead of releasing what wasn't working (or plainly archaic approaches) we clung tighter to them as institutions and whose "efficacy" is an long-standing indication of normalcy/status quo it makes me gnaw my lip to a pulp that all we've shifted in education is "accelerated learning" (the updated term for tutoring) and making folks who create "SEL" programs wealthier so it's semi-equal parts the allure of opportunity or security and i want to be clear that i do not mean "academic opportunity" (that's the goal!) but rather the organizations who develop curriculum, standards, testing, and materials are taking advantage of the shifting situation

[businessviewpointmag]

Understanding Social-Emotional Learning (SEL) in India

Social-emotional learning (SEL) is gaining traction in educational systems worldwide, and India is no exception. As the nation continues to navigate the complexities of a rapidly changing world, understanding and implementing SEL in schools is crucial for fostering well-rounded individuals. This article delves into the fundamentals of social-emotional learning, its significance, and practical strategies for its integration into Indian educational contexts.

What is Social-Emotional Learning (SEL)?

Social-emotional learning encompasses the processes through which individuals, particularly children, develop the skills to understand and manage emotions, set positive goals, show empathy for others, establish positive relationships, and make responsible decisions. The five core competencies of social-emotional learning include:

Self-awareness: Recognizing one’s emotions and thoughts and understanding how they influence behavior.

Self-management: Regulating emotions, thoughts, and behaviors in different situations.

Social awareness: Understanding and empathizing with others, including those from diverse backgrounds and cultures.

Relationship skills: Building and maintaining healthy relationships through effective communication and teamwork.

Responsible decision-making: Making ethical, constructive choices about personal and social behavior.

Incorporating these skills into educational settings helps prepare students not just academically but also emotionally and socially.

The Importance of Social-Emotional Learning (SEL) in India

1. Enhancing Academic Performance

Research indicates a strong correlation between SEL and academic achievement. Students who engage in social-emotional learning tend to have higher grades, better attendance, and improved attitudes toward school. In the Indian context, where academic pressure can be overwhelming, integrating SEL can ease stress and enhance students’ ability to focus on their studies. The Indian education system often emphasizes rote learning and exam scores, which can lead to high levels of stress and anxiety among students. By incorporating SEL, schools can create a more balanced approach that values emotional well-being alongside academic success.

2. Building Resilience

kate_sept2004

The challenges faced by students today, such as academic stress, family issues, and peer pressure, necessitate a strong foundation of resilience. Social-emotional education equips students with the tools to cope with setbacks and challenges. For instance, teaching students how to manage stress through mindfulness techniques or encouraging them to set realistic academic goals can enhance their resilience. By fostering resilience, SEL helps students bounce back from difficulties and remain engaged in their learning.

3. Promoting Mental Health

Mental health issues among youth are rising in India, with increasing rates of anxiety, depression, and suicidal thoughts. Social-emotional learning (SEL) can play a pivotal role in addressing these concerns. By fostering emotional awareness and healthy coping mechanisms, SEL can help reduce anxiety and depression among students. Schools that prioritize SEL create a supportive environment where students feel safe to express their feelings and seek help when needed. Initiatives such as peer support groups, counseling services, and mental health awareness programs can further complement SEL efforts.

4. Encouraging Empathy and Inclusivity

In a diverse nation like India, cultivating empathy and understanding among students is vital. Social-emotional learning (SEL) promotes social awareness and encourages students to appreciate different perspectives. By incorporating discussions about cultural diversity and social justice into the curriculum, educators can foster an environment of inclusivity. This understanding can lead to more inclusive classrooms where every student feels valued and respected. Schools that promote empathy help students develop strong interpersonal relationships, leading to a more harmonious school environment.

5. Reducing Behavioural Issues

Behavioral problems among students can disrupt the learning process and affect the overall school atmosphere. Social-emotional education provides students with the tools to manage their emotions and interactions effectively. For example, teaching conflict resolution skills and encouraging positive communication can help reduce instances of bullying and aggression in schools. When students understand how to express their emotions constructively and handle conflicts peacefully, they contribute to a more positive and supportive school culture.

Strategies for Implementing Social-Emotional Learning (SEL) in Indian Schools

1. Professional Development for Educators

Image-by-fizkes

For successful implementation of social-emotional learning (SEL), educators must be well-equipped. Professional development programs focusing on SEL strategies can empower teachers to integrate these practices into their classrooms. Workshops, training sessions, and continuous support can enable educators to understand the importance of SEL and how to effectively foster it in their teaching. Schools should also encourage collaboration among teachers to share best practices and strategies for implementing SEL.

2. Curriculum Integration

Integrating social-emotional learning (SEL) into the existing curriculum can be achieved through various subjects. For example, literature classes can encourage discussions about characters’ emotions, while science classes can focus on teamwork and collaboration during projects. By embedding SEL into academic content, schools can reinforce these skills naturally. Additionally, incorporating real-life scenarios and case studies into lessons can help students apply SEL concepts in practical situations, enhancing their learning experience.

3. Creating a Supportive Environment

A positive school climate is essential for the success of social-emotional learning (SEL). Schools should foster an environment where students feel safe, respected, and valued. This can be achieved through clear behavior expectations, anti-bullying policies, and open communication channels for students to voice their concerns. Creating safe spaces for students to express their feelings, whether through designated counseling rooms or peer support groups, can also contribute to a supportive school environment.

4. Parental Involvement

Engaging parents in the process of social-emotional learning (SEL) enhances its effectiveness. Schools can conduct workshops and seminars for parents to understand the principles of SEL and how they can reinforce these values at home. By working together, educators and parents can create a consistent approach to promoting emotional and social skills. Schools can also provide resources and materials for parents to facilitate conversations about emotions and social interactions at home.

5. Regular Assessment and Feedback

To gauge the effectiveness of social-emotional learning initiatives, schools should implement regular assessments and feedback mechanisms. Surveys, focus groups, and informal check-ins can help educators understand the impact of their SEL programs and make necessary adjustments. Moreover, involving students in the evaluation process can provide valuable insights into their perceptions of SEL and its relevance to their lives.

6. Integration of Technology

Image-by-Funtap

Incorporating technology into social-emotional learning (SEL) initiatives can enhance engagement and accessibility. Online platforms and apps that focus on emotional literacy, mindfulness, and conflict resolution can be valuable tools for both students and teachers. For instance, virtual workshops and interactive webinars can provide additional support and resources for implementing SEL in the classroom. Technology can also facilitate communication between students, teachers, and parents, making it easier to share progress and resources.

The Future of Social-Emotional Learning (SEL) in India

As India continues to evolve, the need for social-emotional learning (SEL) becomes increasingly evident. Policymakers, educators, and parents must collaborate to prioritize SEL in schools across the nation. Initiatives by organizations such as the National Council of Educational Research and Training (NCERT) and various non-governmental organizations (NGOs) can provide valuable frameworks and resources for implementing SEL effectively. By fostering social-emotional skills, we can equip the next generation with the tools they need to navigate the complexities of life and contribute positively to society.

In conclusion, social-emotional education is not just an educational trend; it is a vital component of holistic development. By recognizing its importance and actively integrating SEL into educational practices, India can pave the way for a future where students are not only academically proficient but also emotionally intelligent and socially responsible. Embracing social-emotional learning will lead to healthier individuals and a more compassionate society, ultimately shaping a brighter future for all.

Investing in social-emotional learning is an investment in the future of our children and, consequently, our nation. The comprehensive approach of SEL will ensure that Indian students are equipped with the skills necessary to thrive in an increasingly complex world, fostering not just academic success, but emotional resilience, empathy, and a strong sense of community.

[bbpsbrijvihar23]

Creating Happy Classrooms: A Key to Holistic Development 

At Bal Bharati Public School, Brij Vihar, we firmly believe that creating a happy classroom is central to the holistic development of every student. As one of the best CBSE schools in Ghaziabad, we understand that academic success alone does not define a child’s growth. True education must nurture the intellectual, emotional, social, and physical development of the child, and this is what we focus on at BBPS Brij Vihar.

Holistic development goes beyond textbooks and exams; it’s about building a well-rounded personality. A happy classroom is a place where students feel safe, valued, and inspired to explore their full potential. At BBPS Brij Vihar,one of the most reputed schools in Ghaziabad, we prioritize emotional well-being, healthy relationships, and the overall development of our students, ensuring that they grow into responsible, empathetic individuals ready to face the world.

The classrooms at Bal Bharati Public School, Brij Vihar are designed to foster an engaging and positive environment. Our teachers play a crucial role in this process by offering individualized support to each student, building a strong rapport based on trust and respect. Students are encouraged to express themselves freely, knowing that their thoughts and emotions are acknowledged and respected. This sense of safety is essential for learning, as students can only thrive when they feel secure and supported.

At BBPS Brij Vihar, we recognize that creating happy classrooms means empowering students with a sense of autonomy and responsibility. Our approach to teaching allows students to participate actively in their learning journey. They are encouraged to make choices, set goals, and reflect on their progress, which not only builds their self-esteem but also fosters a love for learning. This student-centered approach makes the learning process more enjoyable, motivating, and effective.

We also understand that social and emotional growth are equally important as academic learning. That’s why, at Bal Bharati Public School, Brij Vihar, we integrate social-emotional learning (SEL) into our curriculum. Through SEL, our students develop the skills to manage their emotions, form positive relationships, and navigate challenges with resilience. These life skills are crucial in helping them not only excel in school but also in life.

The BBPS Brij Vihar experience is enriched by extracurricular activities that allow students to explore their talents and interests beyond academics. Whether it’s through sports, music, art, or leadership programs, students are encouraged to develop a wide range of skills that contribute to their overall development. We believe that physical activity and creative expression play an important role in maintaining a happy and healthy mind, which is why these aspects are integrated into daily school life.

As a school that is dedicated to providing 360-degree development, we believe in nurturing the child’s emotional intelligence, social skills, intellectual abilities, and physical health. We aim to create well-balanced individuals who are not only academically capable but also emotionally strong, socially responsible, and physically healthy. Our focus on holistic development ensures that each student who walks through our doors is given the tools to succeed in every area of life, preparing them for the challenges and opportunities of the future.

Bal Bharati Public School, Brij Vihar, is proud to be recognized as one of the best schools in Ghaziabad, offering a balanced approach to education that prepares students for both personal and academic success. We believe that a happy classroom is the key to this success, and it is our continuous mission to create an environment where every student feels valued, motivated, and ready to reach their full potential.In conclusion, at Bal Bharati Public School, Brij Vihar,regarded as the best school for holistic development, we know that the key to true educational success lies in nurturing happy classrooms that encourage students to grow intellectually, socially, and emotionally. We continue to be committed to offering the best possible educational experience, ensuring that our students are equipped with the knowledge, skills, and emotional resilience they need to succeed in life.

[tracyrosehillsboro]

Fostering Resilience and Coping Skills in Students: Building Emotional Strength in the Classroom with Educators like Tracy Rose (Washington HS)

In today’s diverse educational landscape, teaching strategies must evolve to meet the unique needs of all students, particularly those with special needs. One of the most significant aspects of this approach is fostering resilience and coping skills among these students. Resilience—the ability to bounce back from challenges—is crucial for academic success and overall well-being. When educators prioritize emotional strength in the classroom, they create an environment where students feel secure, valued, and empowered to face challenges head-on.

Implementing strategies that promote resilience involves recognizing each student’s strengths, providing supportive interventions, and creating a safe learning atmosphere. This not only helps students with special needs but also benefits their peers, fostering a more inclusive classroom environment. In this blog, we will explore effective teaching strategies that educators can employ to enhance emotional resilience and coping skills in students with special needs.

Establishing a Safe and Supportive Environment

Creating a safe and supportive environment is the foundation of promoting resilience in students. Educators like Tracy Rose (Washington HS) ensure that the classroom atmosphere is warm and welcoming, allowing students to feel comfortable expressing their thoughts and emotions. One effective way to establish this environment is through clear communication and consistent expectations. When students understand the classroom rules and feel supported by their teachers, they are more likely to take risks and engage in learning activities.

Furthermore, incorporating elements of positive reinforcement can significantly enhance students' sense of safety. Acknowledging effort and improvement, rather than just results, helps students understand that making mistakes is part of the learning process. This approach encourages them to persevere through challenges and reinforces their belief in their abilities. Thus, a supportive environment lays the groundwork for students to develop resilience and effective coping strategies.

Implementing Social-Emotional Learning (SEL) Programs

Social-emotional learning (SEL) programs are invaluable in helping students develop essential skills such as self-awareness, self-regulation, and interpersonal skills. By integrating SEL into the curriculum, tutors such as Tracy Rose (Washington HS) provide students with tools to manage their emotions and navigate social situations effectively. Activities that promote empathy, active listening, and conflict resolution enable students to build strong relationships with peers, fostering a sense of community and belonging.

Moreover, SEL programs often include mindfulness and stress-reduction techniques that help students cope with anxiety and emotional challenges. By teaching strategies such as deep breathing, visualization, or journaling, educators equip students with practical tools to manage stress and improve focus. These skills not only support academic achievement but also lay the groundwork for lifelong resilience and emotional health.

Encouraging Positive Peer Interactions

Peer interactions play a crucial role in developing resilience and coping skills among students. Encouraging positive relationships and teamwork within the classroom allows students to learn from one another and practice social skills. Group activities, cooperative learning projects, and peer mentoring programs can promote collaboration and understanding among students, reducing feelings of isolation and anxiety.

Additionally, teaching conflict resolution skills can empower students to navigate disagreements constructively. By equipping students with strategies to address conflicts, mentors including Tracy Rose (Washington HS) foster an environment where students feel confident in managing their relationships. These interactions help build emotional resilience, as students learn to express their feelings, seek support, and collaborate effectively with others.

Individualized Support and Differentiation

Recognizing that each student has unique needs and strengths is essential for promoting resilience. Individualized support plans, tailored to meet the specific requirements of students with special needs, can significantly enhance their emotional well-being. Teachers should assess each student's abilities and challenges to provide differentiated instruction that caters to their learning styles. This could involve adjusting the pace of instruction, offering varied resources, or providing additional support when necessary.

Moreover, implementing individualized coping strategies can help students manage stress and emotional challenges effectively. For example, some students may benefit from scheduled breaks during the day, while others may require specific accommodations to help them focus. By personalizing support, educators like Tracy Rose (Washington HS) foster a sense of belonging and empower students to take ownership of their learning journey, enhancing their resilience.

Encouraging Goal Setting and Reflection

Teaching students to set realistic and achievable goals is a powerful strategy for fostering resilience. When students understand how to set specific, measurable, attainable, relevant, and time-bound (SMART) goals, they can better navigate challenges and celebrate their progress. Encouraging students to reflect on their achievements and setbacks allows them to recognize their strengths and areas for improvement.

Additionally, incorporating regular reflection sessions into the classroom can help students process their emotions and experiences. Journaling, group discussions, or individual check-ins can facilitate this reflection. By encouraging students to articulate their feelings and identify coping strategies, educators help them develop emotional intelligence, resilience, and effective problem-solving skills.

Involving Families in the Process

Engaging families in the educational process is critical for promoting resilience and coping skills among students. When educators collaborate with families, they can create a unified support system that reinforces the strategies implemented in the classroom. Regular communication through newsletters, parent-teacher conferences, and workshops can keep families informed about the importance of resilience and how they can contribute to their child’s emotional development.

Moreover, providing resources and tools for families to support their children at home is essential. Workshops on stress management techniques, communication skills, and goal-setting strategies can empower parents to reinforce these skills outside of the classroom. By working together, educators and families can create a nurturing environment that fosters resilience and emotional strength in students.

Fostering resilience and coping skills in students with special needs is vital for their overall development and success in the classroom. By establishing a safe environment, implementing SEL programs, encouraging positive peer interactions, providing individualized support, promoting goal setting, and involving families, tutors such as Tracy Rose (Washington HS) create a holistic approach to building emotional strength. These strategies not only benefit students with special needs but also enrich the entire classroom community, fostering a culture of resilience and support.

[sparklyeevee]

I don't know if you can learn conflict resolution in school. I think the coercive, carceral nature of compulsory education in the US, at least, might just make it impossible. But idk maybe my elementary school's SEL curriculum was just Bad because it was like 2000 and it was a pretty new idea. But the only thing being asked to consider the perspectives of people who were hurting me for fun, because they'd been taught that reacting unusually to hurt is a sufficient justification to keep doing it, did for my ability to be in community was cement my distrust of authority figures.