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. View resources here.
When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. View resources here.
Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View resources here.
Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. View resources here.
Planning for continuous improvement is the first phase in a PDSA cycle. This includes the work you’ve done in Key Activity 1 (Vision and Plan) to develop an action plan based on your current needs, resources, and level of implementation. View resources here.
Access to high-quality data can make or break an SEL effort. When your team documents the ongoing successes and challenges they encounter throughout the year, they’re equipped to problem solve in real-time. View resources here.
Learning from data and using this information to improve practice is a central purpose of continuous improvement. Because of this, what your SEL team learns during the STUDY phase informs the SEL continuous improvement process moving forward. View resources here.
The CASEL 5 social and emotional learning (SEL) competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. They promote intrapersonal, interpersonal, and cognitive competence.