Social Emotional Learning (SEL)

Social Emotional Learning (SEL)

What is Social Emotional Learning

Social Emotional Learning is a process through which individuals build awareness and skills to manage emotions, set goals, establish positive relationships, and make responsible decisions that support success in school and in life. The Washington SEL Framework is grounded in three essential elements and four guiding principles that are foundational in supporting students’ social, emotional, and academic learning. SEL implementation requires integrated school efforts where the following practices must be addressed

Three Essential Elements

  • Creating conditions to support student SEL through positive climate and culture.
  • Collaboration among families, educators, community partners, and young people in SEL design implementation.
  • Build Adult Capacity.

Four Guiding Principles

  • Equity: Each child receives what they need to develop and reach their full potential.
  • Culturally Responsive: Culture is embraced as a valuable asset for education, rather than an obstacle.
  • Universal design: Learning differences are planned for and accommodated.
  • Trauma-Informed: Knowledge of the effects of trauma is integrated into policy and practice.

Washington Social Emotional Learning (SEL) Standards

  • Standard 1–Self-Awareness
  • Standard 2–Self-Management
  • Standard 3–Self-Efficacy
  • Standard 4–Social Awareness
  • Standard 5–Social Management
  • Standard 6–Social Engagement

SEL supports all students in solving complex academic challenges, helps them understand how their emotions impact learning, and provides skills to build positive relationships and set lifelong goals. When students have opportunities to practice social emotional skills within academic content, they make connections that create collaboration, raise problems, and help them identify solutions.

Purposeful SEL practices and pedagogy improve students’ academic outcomes and attitudes about themselves as learners. These skills increase safety, sense of belonging, engagement, and overall well-being for students and educators. In addition, teaching SEL has shown to decrease disciplinary incidents and emotional distress. SEL provides protective factors that impact positive decision-making in school and in life.

Planning with SEL in mind

Identify SEL standards that align to the content standards and integrate those into lesson objectives. The goal is to intentionally apply context to lesson planning that is student-centered, accessible, and engaging. The Planning Tool: Integrating Equity-Centered Social Emotional Learning provides examples to support educators as they prepare lessons, including an opportunity to self-reflect and adapt strategies that align with the content standard objectives.

Use the SEL Brief for Educators and ask yourself the following questions:

  • What social emotional standard (s) will my students practice during this task?
  • What social emotional standard (s) might my students need to use to feel successful while engaging in this task?
  • Do all my students have access to age-appropriate tools, support, and instruction that they need to engage in this task? 
  • Have I included students’ perspectives, understanding, and knowledge base when reviewing the learning objectives?
  • Have I considered multi-modeled ways of learning (visual, auditory, tactile, etc.)?
  • Have I modeled the social emotional skills that you expect to see in my students? 
  • Have I reviewed the social emotional vocabulary with my students before and after a lesson?

Examples of how SEL interacts with the grade level learning standards:

  • Embed SEL skills such as self-awareness, self-management, and social engagement into content standards. For example, while teaching lessons, include activities that promote empathy and perspective-taking. Design group activities that require students to work together, fostering communication and teamwork skills (social engagement). 
  • Include scaffolded instruction and multiple means of engagement, action, and expression (UDL) such as visual aids, graphic organizers, projects, written or oral reports, and sentence streams to provide inclusive access to content. 
  • Incorporate diverse perspectives (social awareness) and materials that reflect the background of all students. For instance, provide literature from various cultures and discuss historical events by giving students opportunities to share their experiences (self-efficacy and self-awareness).
  • Integrate strategies such as cross-disciplinary practices and ongoing collaboration (self and social management) among students to promote curiosity (self-efficacy) and make connections (social engagement). Seeking feedback from students to ensure that their diverse needs are being met. By thoughtfully integrating standards, concepts, and practices with content standards, we create a more inclusive and supportive learning environment that meets the needs of all students. 

Resources to Learn More

Washington educators are well-positioned to integrate SEL into content standards. Visit the Social Emotional Learning webpage for additional guidance, framework, resources, professional learning, crosswalks, and alignments for further exploration. Review the variety of lesson plans, and strategies created in the SEL Resources Group Resources | OER Commons to enhance your teacher toolbox. In addition, the following asynchronous professional learning options invite a team-driven approach to SEL integration.

  • SEL Online Module
  • Academic Integration Module 
  • Sanford Harmony Academy