The Social Emotional Impact on Learning RSAC 2006 Gail Owen, Director, Mid-Illini Educational Cooperative Colette Leuck, Project Manager Illinois Children's Mental Health Partnership

Why are Schools Concerned About Social Emotional Learning?

Why SEL Standards and Policies Are Needed 15% to 22% of the nation’s youth experience social, emotional, and mental health problems requiring treatment 70% to 80% of children in need are not getting appropriate mental health services 25%-30% of American children experience school adjustment problems 32% of children (including toddlers) at 10 Chicago childcare centers are deemed to have behavioral problems 14% of students years of age report having been bullied at school in the 6 months prior to being interviewed. Those bullied report greater levels of fear of being attacked at or away from school and lower grades.

Behaviors U.S. % of students Had 5 or more alcoholic drinks in a couple of hours (previous 30 days) 28.3 Used marijuana (lifetime)40.2 Were in a physical fight on school property (previous 12 months)12.8 Carried a gun on school property (previous 30 days)6.1 Did not go to school because felt unsafe at school or on way to or from school (previous 30 days) 5.4 Felt so sad or hopeless almost every day for two weeks or more in a row that stopped doing some usual activities (previous 12 months) 28.6 Made a plan to attempt suicide (previous 12 months)16.5 Currently sexually active (previous 3 months)34.3 Reasons for Addressing SEL and Mental Health: Data about Risky Behaviors from Youth Years Old (CDC, 2003)

Asset categoryAssetU.S. % of students Social competence How people who know you well would rate you on: Thinking through the results of your choices, planning ahead 29 Caring about others’ feelings, feeling sad when a friend is unhappy, being good at making and keeping friends 43 Respecting the values/beliefs of people of different races/cultures 35 SupportMy teachers really care about me24 Reasons for Addressing SEL: Limited Social-Emotional Assets in 6 th to 12 th Grade Youth (Search Institute, 1999)

What Is Social and Emotional Learning (SEL)? SEL is the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging decisions effectively. This process is facilitated in safe, caring, well-managed learning communities, in which all students feel supported, respected, and valued and have abundant opportunities for participation, collaboration, and service. --CASEL (2005), Safe and Sound, IL Edition

What Is Mental Health? Mental health is “the successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to adapt to change and cope with adversity.” As such, mental health includes competence in social- emotional skills. --Dept. of Health and Human Services (1999). Mental Health: A Report of the Surgeon General

What’s Needed for Students’ Academic and Life Success Coordinated school, family, and community efforts to promote social and emotional skills in all children Provision of early intervention and student support and mental health services for children with social, emotional, or mental health problems

Why SEL and Mental Health Are Important in the School Setting Relationships and emotions affect how and what we learn Social and emotional skills can be taught Students with good SEL skills and mental health have fewer behavior problems and risky behaviors and are better able to make good use of instructional time SEL skills are essential for academic achievement as well as workplace and lifelong success Many mental health problems are preventable Quality SEL and early intervention can reduce the need for grade retention and special education Educators can play an important role in identifying and appropriately referring children at risk to student support and mental health services

How Schools Have Addressed the Needs: Many Programs for Many Problems AIDS education Career education Character education Civic education Delinquency prevention Dropout prevention Substance abuse prevention Bullying prevention Health education Conflict resolution Mental health promotion Multicultural education Service learning Injury prevention Sex education Suicide prevention Truancy prevention Violence prevention

Parent Programs Service Learning PBIS Character Ed Student Support Services Violence Prevention Communi ty Outreach Health Education Academics After School

Effective Academic, Social, and Emotional Education

Reasons for SEL Standards: Research Says SEL Promotes Students’ Academics Children whose social, emotional, and physical needs have been met are better prepared to learn Safe, caring, and well-managed learning environments promote greater student attachment to school Mastery of social and emotional skills reduces risky behaviors and promotes positive development Social and emotional factors have been found to have a powerful influence on academic performance -- Greenberg et al. (2003); Zins et al. (2004)

Goals, Standards, Benchmarks, Performance Descriptors Take a puzzle piece Look at the handout descriptor for your piece Be able to explain (and answer the question on the back) to others with the same colored piece

Three Goals that Organize SEL Standards Developed by the Illinois State Board of Education (ISBE) Goal 1: Develop self-awareness and self- management skills to achieve school and life success Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

SEL Standards for Goal 1: Develop self-awareness and self-management skills to achieve school and life success Identify and manage one’s emotions and behaviors Recognize personal qualities and external supports Demonstrate skills related to achieving personal and academic goals

SEL Standards for Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships Recognize the feelings and perspectives of others Recognize individual and group similarities and differences Use communication and social skills to interact effectively with others Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways

SEL Standards for Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts Consider ethical, safety, and societal factors in making decisions Apply decision-making skills to deal responsibly with daily academic and social situations Contribute to the well-being of one’s school and community

Meeting the Goals: Effective Programming to Meet the SEL Standards Begins in preschool and continues through high school Provides multi-year, sequenced classroom instruction that builds upon and reinforces learning from one year to the next Uses a variety of interactive instructional strategies that connect academic work to children’s lives Provides opportunities for students to apply SEL skills and ethical values in and out of the classroom Engages students in service activities in and out of the classroom

Meeting the Goals: Effective Programming to Meet the SEL Standards (continued) Establishes and enforces high behavioral and academic standards Addresses multiple domains—individual student, school, and community Has structured manual and curriculum to support consistency of delivery Involves parents and community members in program planning, implementation, and evaluation Provides ongoing professional development support Monitors and evaluates programming for continuous improvement

Classroom-based SEL Instruction social & emotional learning Self-awareness Social awareness Relationship Skills Responsible decision- making Self- management Forming positive relationships, working in teams, dealing effectively with conflict Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Recognizing one’s emotions and values as well as one’s strengths and limitations

Classroom Applications Draw out of “Performance Descriptor” envelope How could you teach this in the context of a classroom - or – within an established lesson? Share your idea/s

Examples of What Teachers Can Do to Address the SEL Standards Teach and model SEL behaviors of respect, caring, self-control, and fair decision making in and out of the classroom In language arts or social studies lessons, encourage students to discuss how characters or historical figures did or did not express understanding of others’ feelings or use good problem-solving skills Participate in the committee that evaluates, selects, and creates evidence-based SEL programs and strategies Communicate regularly with parents to let them know about the SEL-related classroom activities in which their children are participating

What’s needed-- moving from here: Categorical fragmentation in addressing learning barriers…

To here: A coordinated approach to promoting students’ academic and life success through SEL

How The SEL Framework Coordinates Related Efforts Provides a common language for students, parents, teachers, and mental health providers Addresses risk factors common to a broad range of problem behaviors (e.g., drug use, bullying, early sexual activity, school drop-out) with an integrated set of learning strategies Promotes supportive relationships that make learning challenging and meaningful Bolsters students’ strengths and builds on their assets Addresses risks early when they are more amenable to change

Steps in Implementing School-wide SEL and Mental Health to Support Academics Establish readiness of school leadership Engage key stakeholders, including parents, in a steering committee Develop a shared vision Conduct a needs/resources assessment Develop an implementation plan Select an evidence-based program Conduct initial professional development Launch SEL instruction Integrate SEL instruction with student support and mental health services and school-wide functions Engage in a continuous cycle of improvement --CASEL (in press), Implementing School-wide Social and Emotional Learning (SEL): Guide and Tool Kit

For further information about the standards and policies, visit the website of the Illinois State Board of Education at For further information about the Illinois Children’s Mental Health Partnership, visit For the latest information about SEL research and practice, visit the website of the Collaborative for Academic, Social, and Emotional Learning (CASEL) at