Communications:
Resources for communicating about SEL with a range of stakeholder groups.
Also, see the resources section for Communicate SEL as a Shared District Priority.
| Title | Document Type | |
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DRC Guidance Pages |
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Focus Area 2 – Strengthen Adult SEL Competencies and Capacity This focus area of the CASEL District Resource Center helps school districts strengthen staff expertise and skills to lead social and emotional learning (SEL) initiatives, as well as cultivate adults’ social, emotional and cultural competencies. |
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| This focus area of the CASEL District Resource Center helps districts ensure consistent opportunities for social and emotional learning (SEL), integrate SEL into key priorities, and develop deep family and community partnerships. | ||
| This focus area of the CASEL District Resource Center helps districts collect and reflect on data, address challenges, and build upon successes to continuously improve social and emotional learning (SEL) implementation. | ||
| A shared vision connects social and emotional learning (SEL) to a school district’s overall mission, serves as an inspirational call to action, and provides a foundation for planning and implementation. | ||
| Clear, ongoing communication helps build awareness, promotes social and emotional learning (SEL) in classrooms and schools, and makes the case for investing in SEL. | ||
| When school and district leaders align their efforts around social and emotional learning (SEL), academics, and equity they support a greater impact in advancing life opportunities and outcomes for all students. | ||
| Dedicated, long-term funding and staff are key for sustaining social and emotional learning (SEL) implementation and send a strong message that SEL is a priority. | ||
| When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. | ||
| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. | ||