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Getting started with systemic implementation. View PDF. SEL Policy at the Federal Level Federal policies play a role in creating supportive environments and rich learning experiences. Read more. State Resource Center Curated for state leaders and informed by our Collaborating States Initiative, our State Resource Center can help state education agencies create and promote state-level SEL practices and policies.

View the report. Roadmap to Reopen Schools Guidance to aid school teams in supporting students and adults during the pandemic. An Update on Social and Emotional Learning Outcome Research An examination of four meta-analyses of SEL programs found multiple positive outcomes in the short and long term for participating students. Our young people already have greatness inside of them. Strategy Defense 3. Da Vinci Cannon Flash. Battle Castle WebGL. Island Tribe 5 Flash.

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Castle Guardian Flash. Crush the Ships Flash. Brave Castle Unity 3D. Northern Tale Flash. The Viking Flash. The edition provides information on selecting and implementing SEL programs in a district and school, including 78 quality programs and updated rigorous standards for SEL program adoption.

Explore focus area 3 on promoting SEL for students to learn more about fostering supportive classrooms that engage in explicit SEL and integrate SEL throughout instruction. Among its many resources is the SEL 3 Signature Practices Playbook , an essential resource for integrating SEL practices into any classroom, meeting, or youth-serving agency.

We established collaborative research-practice efforts with partner organizations to identify and refine policies, processes, professional learning, and assessment that can best be implemented to achieve the goals of Transformative SEL. Specifically at the classroom level:. Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners.

These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community.

SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged. Because the school setting includes many contexts—classrooms, hallways, cafeteria, playground, bus—fostering a healthy school climate and culture requires active engagement from all adults and students. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports.

Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: a explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; b teaching practices such as cooperative learning and project-based learning; and c integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts.

High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced — following a coordinated set of training approaches to foster the development of competencies; Active — emphasizing active forms of learning to help students practice and master new skills; Focused — implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit — defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.