The Case for SEL at EIS

School Psychologist Department

It was not so long ago some interest was given to the Social Emotional component at schools around the world, what we now know as Social Emotional Learning or SEL. Back in the day, our primitive industrial school system was not engaged nor did they take notice to the needs or wants of our kids. It was just that, a system.

Interactions and emotions always seemed to take a back seat at the schools. It was always the new math method, the awesome new test-taking tool, and the new reading program. The student's connection, empathy skills, and social-emotional skills were left behind. SEL was given little room and was targeted as a disciplinary issue and left to be dealt with counselors. In the last twenty years, abundant research supports that social interactions are fundamental to cognitive development.

Spiraling two decades ago from the Collaborative Academic, Social, and Emotional Learning Organization (CASEL), defined  social and emotional learning (SEL) the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

(https://casel.org/what-is-sel/)

The 5 principal competencies are:

Self-awareness:

Know your strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

Self-management:

Effectively manage stress, control impulses, and motivate yourself to set and achieve goals.

Social awareness: Understand the perspectives of others and empathize with them, including those from diverse backgrounds and cultures.

Relationship skills:

Communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Responsible decision-making: Make constructive choices about personal behavior and social interactions based on ethical standards, safety, and social norms.

Linking  SEL to EIS

There are many paths to take when acquiring a new program and weaving it to the Bulldog Community. In this case, it was Middle School Team’s who jumped to the initiative under the direction of Mr. Brian Sturgeon.  MS had turned SEL into what we call the RESPONSIVE CLASSROOM.

The program is implemented for four days every week, usually after a recess during a 22-minute session. Students gather in a circle with peers from different classes The teacher facilitates the lesson for the day.

Sessions vary in their nature. Lessons could be on listening, empowering, sharing livelihood experiences and other strategies which support their own personal growth and connection towards others.

The idea is that students create a bond with more than one person during this time ( 22 minutes of opportunities) to discuss issues that have no time in the regular academic curriculum but are just as important to students and teacher’s well being. EIS school psychologists across divisions agree that our Bulldog Community will definitely benefit from the Responsive Classroom Program, allowing for the social-emotional area to grow alongside their age-appropriate developmental growth!

Way to go Bulldogs!