What is social and emotional learning
1 / 21

What is Social and Emotional Learning? - PowerPoint PPT Presentation

  • Uploaded on

What is Social and Emotional Learning?. Building Resilience in Children and Young People. Teacher Professional Development. What is Social and Emotional Learning?.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' What is Social and Emotional Learning?' - uma-weber

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
What is social and emotional learning

What is Social and Emotional Learning?

Building Resilience in Children and Young People

Teacher Professional Development

  • Social and Emotional Learning (SEL) is the process through which children and young people acquire the knowledge, attitudes and skills associated with the core areas of social and emotional competency

  • SEL programs set out to explicitly teach a range of skills, including those necessary to:

    • understand and manage emotions

    • set and achieve positive goals

    • feel and show empathy for others

    • establish and maintain positive relationships

    • make responsible decisions 

  • These skills are dynamic and inter-related and underpin both personal resilience and healthy relationships

Durlak et al. 2011, CASEL, 2013; Frydenberg, 2010; Hromek & Roffey, 2009

Multi-modal programs that integrate social problem solving, social, and emotional understanding work better than traditional prevention models based on single skills


Matthews, Zeidner & Roberts (2004)

  • CASEL 5 Key Areas

  • Self-Awareness:

  • Identifying and recognisingemotions; accurate self-perception;

  • recognisingstrengths, needs, and values; self-efficacy

  • Self-Management:

  • Impulse control and stress management; self-motivation

  • and discipline; goal setting and organizational skills

  • Social Awareness:

  • Perspective taking; empathy; difference recognition;

  • respect for others

  • Relationship Skills:

  • Communication, social engagement, and relationship

  • building; working cooperatively; negotiation, refusal, and conflict management;

  • Help-seeking

  • Responsible Decision-making:

  • Problem identification and situation

  • analysis; problem solving; evaluation and reflection; personal, social, and

  • ethical responsibility


  • SEL skills are emphasised in particular in the AusVELSPersonal and Social General Capabilities, but are also relevant across the Critical and Creative Thinking General Capabilities, and the Health and Physical Education (HPE) and English Learning Areas.

  • The following table outlines how the Building Resilience lesson materials explicitly address skills in these areas of the Curriculum*

  • *Note that the HPE and General Capabilities curriculum are currently aligned to the Australian Curriculum and will be updated in line with the Victorian AusVELS when it is released. For further information see: www.acara.edu.au

  • Lesson Materials available across all year levels:

  • The Building Resilience SEL lesson materials designed for the post-compulsory years can be used in a variety of ways:

    • specific VCE study or orientation camps

    • programs designed to help VCE students manage exam stress and learn

    • relaxation techniques

    • daily or weekly 20-60 minute home group or pastoral sessions

    • careers education programs

    • part of the school wellbeing team’s response to specific VCE/VCAL issues

    • or events

    • as source material for creative writing

    • as a regular or one off element of the English classroom

    • lunchtime or after school activities

    • special ‘days’ or events held for post-compulsory students

    • as an integral part of the VCAL curriculum


  • What does your school do to promote the general personal and social capabilities of:

    • self-awareness?

    • social awareness?

    • self-management?

    • social management?

  • Reflect

  • Key Ideas

  • Social and emotional capabilities are teachable

  • All students benefit from being taught SEL

  • Student mental health and engagement in learning improves when they are taught SEL

  • Evidence-based programs work best

  • Research Shows the Benefits of SEL Programs

  • A meta-analysis of over 200 primary and secondary SEL programs where participants participated in rigorously designed and well-taught SEL programs (as compared with students in control schools) showed :

    • More positive social behaviour

    • Less risky and disruptive behaviour

    • Improvements in academic performance with an average 11% gain in academic achievement

      Durlak et al. 2011

Address a broad range of risk and protective factors

Use strengths-based approaches

Utilise collaborative teaching strategies

Engage students in problem-solving and critical thinking

Assist students to relate their learning to real life situations

Incorporate messages which support development of healthy societal norms

Are delivered in a longitudinal fashion

Are age-appropriate and culturally attuned

Are augmented by a broad and on-going health and wellbeing curriculum

Target specific behaviours as well as general life-skills

Are located within a positive, inclusive and participatory school environment

Make effective use of games as a method to enhance peer relations

Teach critical thinking and problem-solving skills

Teach self-calming strategies

  • Social and Emotional Learning

  • Effective SEL Programs:

  • Collaborative learning strategies are central to effective SEL programs

  • Collaborative learning strategies include: role-play and simulation; small group problem-solving discussions; critical-thinking tasks; skills-development exercises; themed games

  • These strategies help students to think about the challenges that they may encounter in their lives and develop life-skills to cope with challenges/stressors

  • Good programs give students an opportunity to learn and apply their skills and to rehearse for future situations

  • What do teachers need to be able to deliver SEL programs well?

  • Use of collaborative or participatory teaching strategies is not the norm for some teachers

  • To deliver SEL curriculum confidently and well, teachers need to:

    • Understand the educational rationale for the approach

    • Be prepared to use collaborative learning tasks

    • Have good engagement with their students

    • Use effective and positive classroom management practices

    • Have adequate time to prepare for the lesson

  • When are well-designed evidence-based SEL programs not effective?

  • When fidelity is lost in implementation

  • Programs are not effective or are less effective when poorly delivered sections omitted or not taught in the spirit of the program). Breakdown is most common in the loss of the interactive or participatory components of the program

  • When programs are not supported during implementation by

  • effective:

  • system policies

  • school leadership

  • professional training for teachers

  • Research shows that the fidelity breakdown is so common that we should anticipate it and plan for it by supporting teachers to use collaborative learning strategies

  • (Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008)

  • Building Resilience Lesson Materials

  • The Building Resilience SEL materials are informed by a strong evidence base that highlights the elements of effective SEL curricula

  • These lessons use a range of collaborative learning activities such as:

    • paired sharing

    • small group problem-solving discussions

    • scenario-based discussions

    • skills-development exercises

    • role-plays

    • storytelling

    • games

    • experiential activities

    • class discussions

  • Building Resilience SEL materials: Topics Covered

  • Teaching SEL Improves Teacher’s SEL

  • Interviewfindings suggest that use of the SEL program had a positive influence on the teachers' overall teaching techniques and their broader social behaviour.

  • Most of the teachers reported that they felt they had become more

  • democratic and student-centered in their teaching more socially skilled and

  • more aware of individuals' needs and problems


  • What practices do you use to enhance your own:

    • Self-awareness?

    • Self-management?

    • Social awareness?

    • Social management?

  • Reflect

  • Useful Links

The Collaborative for Academic, Social, and Emotional Learning (CASEL) leads research and innovation in the area of social and emotional learning (SEL).


  • References

  • Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432.

  • Frydenberg, E. (2010). Think positively! A course for developing coping skills in adolescents. London: Continuum International Publishing Group.

  • Hromek, R., & Roffey, S. (2009). Promoting Social and Emotional Learning With Games: ''It's Fun and We Learn Things''. Simulation & Gaming, 40, 626-644.

  • Larsen, T. and Samdal, O. (2012) The Importance of Teachers' Feelings of Self Efficacy in Developing Their Pupils' Social and Emotional Learning: A Norwegian Study of Teachers' Reactions to the Second Step Program. School Psychology International, 33(6), p. 631-645

    • Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific re- views. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning