S

Social K
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and L
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Emotional D
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V
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Learning L
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Theory E
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“The general public
believes that the
primary reason the
public schools were
created is to prepare
students to be
responsible citizens.”
- (Rose & Gallup, 2000)
“Learning is possible only after
students’ social, emotional and
physical needs have been met.
When those needs are met,
students are more likely to
succeed in school.”

- Carnegie Council on
Adolescent Development Task
Force (2002)
 Lecture 5%
Reading 10%

Audiovisual 20%
Demonstration 30%
Discussion Group 50%
Practice by Doing75%
Teaching Others 90%

Source: National Training Laboratories

 What is it?
• process by which children develop awareness
and management of their emotions

• set and achieve important personal and

academic goal

•use social-awareness and interpersonal skills

to establish and maintain positive relationships

•demonstrate decision making and responsible

behaviors to achieve school and life success
 Five Core Competencies
• Self-Awareness: Recognizing feelings as they occur; having a
realistic assessment of one’s own abilities and a well-grounded
sense of self-confidence
• Social Awareness: Sensing what others are feeling; being able to
take their perspective; appreciating and interacting positively with
diverse groups.
• Self-Management: Handling emotions so they facilitate rather
than interfere with the task at hand; delaying gratification to pursue
goals; persevering in the face of setbacks.
• Relationship Skills: Handling emotions in relationships
effectively; establishing and maintaining healthy and rewarding
relationships based on cooperation; negotiating solutions to
conflict; seeking help when needed.
• Responsible Decision Making: Accurately assessing risks;
making decisions based on a consideration of all relevant factors
and the likely consequences of alternative courses of actions;
respecting others; taking personal responsibility for one’s
decisions.
 A Classic SEL
“Meta-Cognitive” Model

•STOP, CALM DOWN, & THINK before

you act
•Say the PROBLEM and how you
FEEL
•Set a POSITIVE GOAL
•Think of lots of SOLUTIONS
•Think ahead to the CONSEQUENCES
•GO ahead and TRY the BEST PLAN
How Does SEL Fit with What We’re Already
Doing?

Prevention
Programming
 What Are We Creating?
A Coordinating Framework

© 2006. CASEL.
 A Framework for SEL
Safe, Caring,
Cooperative, Greater
Well- Attachment,
Managed Engagement,
Based SEL

Learning & Commitment

Programming

to School Better
Evidence-Based

Environments Opportunities
Academic
For Learning
and Recognition Performance
of Practice and Success
Teach SEL in School
Competencies and Life
Less Risky
Behavior, More
• Self-awareness
• Social awareness Assets, &
• Self-management Positive
• Relationship skills Development
• Responsible
decision making

http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf
© 2006. CASEL.
 Positive School Environment

Evidence-based SEL classroom instruction

Challenging and engaging curriculum

Infusing SEL concepts throughout the regular academic
curriculum

Engaging students actively and experientially in the
learning process during and outside of school

Opportunities for participation, collaboration, and service

Safe, supportive learning community with respectful
relationships and trust

Involvement of families and surrounding community
 Why SEL?
 Relationships provide a foundation for learning
 Emotions affect how and what we learn
 Relevant skills can be taught
 Positive effects on academic performance, health,
relationships, and citizenship
 Demanded by employers
 Essential for lifelong success
 Coordinating framework to overcome fragmentation
 SEL Improves Academic
Outcomes
• 23% increase in skills
• 9% improvement in attitudes about self,
others, and school
• 9% improvement in prosocial behavior
• 9% reduction in problem behaviors
• 10% reduction in emotional distress
• 11% increase in standardized achievement test
scores (math and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for
publication). The effects of school-based social and emotional learning: A meta-analytic
review.
SEL Teaches 21st Century Skills
• Critical thinking and problem-solving
• Ethics and social responsibility
• Communication
• Teamwork and collaboration
• Lifelong learning and self-direction
• Leadership
• Global awareness

Source: Partnership for 21st Century Skills

 Framework for Student
Success: SEL Instruction
Recognizing one’s emotions and
values as well as one’s strengths
and limitations

Making ethical,
Managing constructive
Self-awareness
emotions and choices about personal
behaviors to
achieve Self- Responsible and social behavior
one’s goals management social & decision-
emotional making
learning
Social Relationship
awareness Skills

Showing understanding Forming positive relationships,

and empathy for others working in teams, dealing
effectively with conflict
© 2006. CASEL.
 Emotional Intelligence

Dan Goleman’s best seller in 1995
helped us to be able to talk about the
power of emotions.

In the business world, developing one’s
social and emotional competencies has
become known as essential to effective
leadership.
 Business Example

• A Hay McBer analysis of data on

3,781 executives was correlated with
climate surveys from their employees:

– Almost 70% of employees’ perceptions of

working climate was linked to the emotional
intelligence characteristics of the leader.

• --Goleman (2000)
 School Example

• Study compared 12
outstanding and 8 “typical”
principals
– Analyses showed that outstanding
principals were distinguished by their self-
management skills (emotional self-
awareness, adaptability, etc.) & their
relationship management skills (empathy,
developing others, etc.)
• --Williams (2003)
 Kam, Greenberg, & Walls
(2003)

• Found that above and beyond high-

quality program implementation, active,
engaged, principal support for the work
of the teachers was essential to stronger
impacts on children.
Implementing and Sustaining SEL

Leadership

3 Phases
10 Implementation Steps

6 Sustainability Factors
 SEL Implementation and Sustainability Process
A. Provide
ongoing
professional
development

B. Monitor
F. Communicate and
w/stakeholders 2. Engage evaluate for
(marketing) stakeholders
continuous
1. Principal and form
3. Develop improvement
commits steering
committee and articulate
to school-
shared vision
wide SEL

10. Continue 4. Conduct

cycle of needs and
implementing resources
and improving assessment

Leadership
9. Expand
instruction
5. Develop
and integrate
action plan
SEL school-
wide

6. Select
E. Nurture 8. Launch SEL
7. Conduct evidence- C. Develop
partnerships instruction in
initial staff based infrastructure
with families & classrooms
development program to support
communities
SEL

D. Integrate
SEL
framework
school-wide © 2006. CASEL.
SEL Implementation Cycle
1. School leadership commits to
schoolwide SEL
2. Engage stakeholders and initiate SEL
infrastructure
3. Develop shared vision
4. Conduct schoolwide needs/resources
assessment
5. Develop SEL implementation action
plan
SEL Implementation Cycle
6. Select evidence-based programming
7. Provide initial professional
development
8. Launch SEL instruction aligned with
planned scope and sequence
9. Integrate school-wide, family, and
community SEL programming
10. Evaluate practices and impacts for
continuous improvement
There Are Logical Steps And Stages To
Implementation... It Doesn’t Have To Be
Linear

• Often it takes both a vision and a crisis

• Leadership is at the center
• But will it improve student achievement?
• Know the SEL competencies
• Understand brain development
• Establish A Planning Team
• Know Your Starting Point
• What Are Some Key Challenges?
• Set Expectations For Outcomes and
Improvement
• Plan To Assess and Evaluate
• Implementation (Results) Takes Time
 What Can Leaders Can Do
to Promote Sustainability?
Model SEL skills and language
- Make SEL part of staff meetings
- Use SEL language with staff
- Set expectations about how long
this work will take and likely
pitfalls along the way
 What Can Leaders Can Do to
Promote Sustainability? (Cont.)
• Foster staff leadership
– Involve teacher leaders in
training and staff development
– Have teachers leaders assist
with grant writing/fundraising
– Have staff contribute to the
planning process
 What Can Leaders Can Do to
Promote Sustainability? (Cont.)
 Ensure sufficient resources are
available, including:
 - Time
 - Space
 - Money
 What Can Leaders Can Do to
Promote Sustainability? (cont.)
Serve as program
spokesperson
- Use formal and informal
networks to communicate with
parents and community
- Promote program in local
newspapers, radio/TV shows
 What Can Leaders Can Do to
Promote Sustainability? (cont.)
Create ongoing, two-way communication
with staff
- Create opportunities for staff to voice
concerns or provide feedback about
implementation process
- Have staff share innovative practices with
each other
- Provide information about why program
was chosen and invite input on how to
make it work
 Summary
• SEL is the process whereby children and adults
develop essential social and emotional competencies.
• SEL competency is the foundation to positive
academic, social, emotional, health, and civic
outcomes.
• SEL is not separate from, but integral to, quality
education and the mission of schools.
• SEL is an essential part of the 21st century curriculum
and the MTSS framework!

For more information about SEL, please visit:

www.ksde.org
www.casel.org
 For updates on research and
practical advice for educational
leaders, teachers, parents, & others,
see the following websites.

www.ksd.org
www.CASEL.org