1. Integrating Social Emotional Learning and Healthy Relationships Cross-Curricular to Create Inclusive Environments

2. Healthy Relationships
A growing body of studies find that a positive social environment increases students’ academic outcomes. (Zin et al, 2011)
Positive Relationships between teachers and students and among students:
Increase the psychological well-being of students
Decrease absenteeism, suspensions, substance abuse, and bullying
Establishing a positive social environment can benefit all stakeholders .

3. Positive Social Environment
The social environment of a school reflects the quality and character of school life (National School Climate Center, 2014).
It consists of norms, goals, values, teaching and learning practices, health and wellness, and organizational structures.
The social environment is shaped by the relationships between and among students, staff, parents and the community.
A positive school environment exists when all stakeholders feel welcome, connected, valued, safe and accepted.

4. Emotion Connection
“…feeling worthy of love and belonging is integral to our willingness to be vulnerable, take risks and make mistakes.” (Brene Brown, 2012)
Help students develop self-esteem

5. Research to Practice
Research describes significant effects of positive social environments
Research
A variety of studies have shown that social-emotional learnings have led to increased academic performance
(Zins et al. 2011)
Practice
• Mental wellbeing and healthy relationships are the responsibility of all teachers and staff
• Ensure each child is connected to a significant adult
• Develop positive transition experiences
• Encourage student voice
• Establish peer support teams

6. Why Should we Focus on Healthy Relationships?
% of students classified as engaged decreased considerably between Grade 7 and Grade 12
There are large inequalities in engagement outcomes associated with students’ socioeconomic background and First Nations, Metis and Inuit Status
School vary considerably in their levels of engagement
Levels of student engagement are related to 5 key items, quality instruction, teacher-student relations, classroom learning climate, student advocacy and, most significantly expectations for success
Student leadership and engagement – relationships between teachers and students and students and students

7. Engaging All Students in Healthy Relationships
This video can be found at

8. Social and Emotional Learning Core Competencies
Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.
Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations.
Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.

9. Self Awareness
Self awareness - It starts with us Ensure we are modelling and acting in ways that promote healthy behaviours and relationships among children and youth.
Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.
Role modelling, what we eat, activity and how we interact with students & staff

10. Self Management - Adults’ Messaging
Adults impart messages to children and youth through:
Explicit teaching and advice
Misusing Power to respond to behaviours
Through tone, actions, facial expressions, body language
Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations.
E.g. – welcoming classroom environment

11. Social Awareness To empathize with the perspective of others from diverse backgrounds and cultures
To take the perspective of and empathize with others from diverse backgrounds and cultures,
To understand social and ethical norms for behavior, and
To recognize family, school, and community resources and supports
Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports

12. Diversity and Inclusivity
Racial & ethnocultural backgrounds
Sexual orientation
Special physical, emotional or behavioural needs
Learning needs
Recognize needs but honour individual and cultural differences, not with deficit or crisis-only characteristics
Focus on creating a sense of belonging in an equitable environment.

13. Relationship Skills
To establish and maintain healthy and rewarding relationships with diverse individuals and groups
Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.

14. Responsible Decision-Making To make constructive and respectful choices about personal behavior and social interactions
Teach students to consider :
ethical standards
safety concerns
social norms
consequences of various actions
well-being of self and others
Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.

15. Using a Comprehensive School Health Approach, Educators…
operate in a
Social and Physical Environment
are engaged with
Teaching and Learning
interact with different Partnerships and Services
are guided and supported by School Policy
(JCSH, 2008)

16. Activity Setting Theory
“To understand a particular community, it is necessary to know the characteristics of its activity setting…important characteristics of activity setting include people, positions, the physical environment, time, funds and symbols.
(O’Donnell, & Tharpe, 1990; Wilson & Morren 1990)
The lens we are going to use to view the school environment is Activity Setting Theory. This is a generic approach to community intervention - looking at contextualised human activity
Useful to identify, observe and understand the patterns of activity and the use of resources – so basically, what is valued?

17. Activity Setting Theory - Characteristics
How funding is allocate assigns status in a school community
What is timetabled is valued (Health, CALM, DPA, etc)
What or who is valuable in your school? (People, PD, Resources)
What roles do teachers/staff have?
What roles do you create for students or do they find their own?
What symbols are most visible in your school – and what messages do they convey?
These are the main characteristics of AST which considers how we assign value to our community
We need to be more purposeful when considering these areas n our school communities

18. The Characteristics Funds - how is funding allocated
People- do students have roles?
Positions –what responsibilities are afforded to teachers?
Physical Environment – where and what is important?
Time - what is timetabled?
Symbols – what symbols are most visible?
Effectively these are the 6 areas of AST we are going to take time to look at, but first let’s look in more detail at some of the characteristics to know what questions we should be asking of our own environments

19. How you allocate funding assigns status in a school community
Physical Environment Where is the money spent ? What is important?
We have a cross-section of stakeholders in this room – try to consider each environment from the perspective of different stakeholders.
As a teacher, student, parent, trustee – what do you think is valued in this school?

20. Symbols – Rules or Relationships?
How welcoming is the environment to everyone?
How is a sense of belonging fostered? Do the symbols create a sense of connectedness?
Do the rules tell us what is valued and do they build relationships between people and with the physical environment?
The language we use either builds relationships or erects barriers

21. People - How valued am I?
What roles and responsibilities are afforded to teachers and staff– curriculum lead, health lead, PLC member?
Does my subject matter? Is my subject timetabled? How much of a budget do I get to spend?
Is workload fairly distributed, do I matter and how does the school hear my voice?
Again, do I feel a sense of connectedness? Is the physical environment I work in appropriate and equitable?

22. Student Roles, Student Voice
Identify a range of roles for students
Cultivate an environment where students are encouraged to voice their opinion
Seek student input on how to address learning outcomes
Re-engage the disengaged by hearing their voice
Nurture an interest in the physical environment by allowing students to design spaces that foster positive social environments
Do we purposefully find roles for all students? Not just teams or committees, but how do we assist all student in feeling a sense of worth and connectedness.
OR they will find their own!

23. Activity Setting Theory
“The important variables in activity settings are relationships because the hear of an activity setting is human interaction.”
(O’Donnell & Tharp, 1990)
We work in an environment that is fundamentally about relationships – those variables are the responsibility of everyone, though as the power holders in the school environment, we, as adults have a responsibility to model and promote positive relationships
But even for adults, relationships become more positive when we are valued and creates a sense of connectedness in the whole school environment

24. The relationship between students’ average daily physical activity and academic outcomes
What is Measured:
Moderate and intense physical activity
What it Means:
When the average hours of physical activity achieved by students increases, academic achievement increases. When physical activity decreases, academic achievement decreases.

25. The relationships between the percentage of students with positive social engagement and academic outcomes
What is Measured:
Student participation in clubs and sports, sense of belonging with peers, positive relationships with friends.
What it Means:
When positive social engagement increases, academic achievement increases. When positive social engagement decreases, academic achievement decreases.

26. The relationship between the percentage of students experiencing depression in schools and academic achievement
What is Measured:
Students with moderate or high levels of depression
What it Means:
When the percentage of students in school experiencing depression increases, academic achievement decreases. When depression decreases, academic achievement increases.

27. The relationships between School Context and academic outcomes
What is Measured:
Advocacy at school, victims of bullying, feeling of safety at school
What it Means:
When a positive school context increases, academic achievement increases. When positive ratings of school context decrease, academic achievement decreases

28. Individuals Need to be Connected to a Group Dynamic
We all have the need to be included:
The experience of being socially excluded is physiologically the same as experiencing physical pain.
Respect and inclusion for everyone
Example – post-its are all students connected to a significant adult in your school?

29. Intuitive Senses - Self-Concept
Positive Sense of: Belonging Connectedness Fulfillment Balance Safety
Self-Concept:
Positives:
Self-esteem
Self-confidence
Self-worth
Self-regard
Self Concept:
Negatives:
Self-loathing
Self-disgust
Self-revulsion
Self-hatred
Negative Sense of:
Fear
Humiliation
Frustration
Resentment
Isolation

30. NEW EDUCATION ACT
33 (d) ensure that each student enrolled in a school operated by the board and each staff member employed by the board is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging

31. Alberta’s Approach
Alberta Education states: “A school-wide approach to positive behavior effectively promotes a safe, orderly and predictable environment for learning and teaching. This approach has significant effects within the school community: it creates a positive school culture that students, parents and staff perceive as safe and caring.” Source: Supporting Positive Behaviour in Alberta Schools: A school-wide approach, 2008 Online:

32. Characteristics of a Healthy, Caring Environment
Physical safety
Emotional safety
Clear expectations for behaviour
Inclusivity: respect for diversity, personal dignity and other perspectives
Sense of belonging
Sense of self-worth and confidence
Equitable opportunity for student voice
Open, trusting relationships