Social Emotional Standards in the K-12 Classroom
Incorporating Affective Learning Into the Classroom Community
Aug 12, 2009
Social emotional learning (SEL) standards have been mandated in several states, while across the country, many other school districts have instituted SEL-related programs in character education, emotional intelligence, conflict resolution and mediation, and substance abuse and violence prevention. However, schools that incorporate the full range of these SEL components and build a culture that embraces these ideals can be sure that they are helping to raise compassionate, caring citizens for the future.
Defining Social Emotional Learning (SEL)
SEL can be defined as knowledge and skills that encompass four distinct domains (Elias et. al., 1997). The first, life skills and social competencies, includes being able to identify and participate in socially acceptable forms of behavior, to read social cues and respond appropriately, and to manage social and life responsibilities and expectations. The second domain consists of health promotion and problem prevention skills, such as dealing with peer pressure and making healthy decisions.
SEL also includes having the ability to cope during transitions, such as changing schools or social groups, or crises such as divorce or a death in the family. A fourth domain consists of being able to make positive service contributions to family, school, and community. These four domains all reflect a socially mature mindset and include teachable skills that most schools now are trying to foster in their students.
Integrating Social Emotional Learning (SEL) Into the Curriculum
Keeping the four domains in mind, it is important to integrate SEL standards into cross-curricular instruction, rather than attempting to teach the skills as a stand-alone subject or add-on to the instructional day. To do this effectively, teachers should examine the existing curriculum carefully to determine which standards are already a part of what is taught, and look for ways to place a stronger emphasis on SEL skills and knowledge through existing content or activities.
Standards that cannot be taught through existing curriculum may be incorporated through the use of children’s literature, current events, general class discussion, cooperative learning activities, and other instructional methods that may be added in place of or in addition to existing activities. Teachers should also consider their specific students and SEL goals they have for them when planning activities and emphasizing knowledge and skills related to the four domains.
Building the School and Classroom Culture
In order for students to make the SEL behaviors their own, the school and individual classrooms should consistently reflect the standards that are integrated throughout the curriculum. For example, in their day-to-day dealings with students, teachers and administrators also need to model and practice problem-solving skills, conflict resolution, and anger management in order for the standards to be meaningful. Consistency in the use of appropriate SEL behaviors and attitudes is essential.
It is also important to involve parents, staff, and district administrators in the common language and action steps used to implement SEL standards in the classroom and school. Using newsletters, assemblies, parent-teacher meetings and inservice trainings to reinforce SEL goals and expectations can facilitate the common purpose and ensure its success.
Social emotional learning is a key component of every student’s eventual success in school and in life. By incorporating mandated standards into the curriculum and culture of the classroom and school, teachers can ensure that their students gain both the knowledge and skills they need in each of the four domains, and that they are able to successfully apply them to daily living.
Further Reading
Elias, Maurice and others. Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria, VA: ASCD, 1997.
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