{"id":80327,"date":"2024-11-06T14:59:33","date_gmt":"2024-11-06T20:59:33","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&#038;p=80327"},"modified":"2024-11-06T15:07:52","modified_gmt":"2024-11-06T21:07:52","slug":"3-updates-to-our-guidance-for-advancing-sel-in-the-classroom","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/3-updates-to-our-guidance-for-advancing-sel-in-the-classroom\/","title":{"rendered":"3 Updates to Our Guidance for Advancing SEL in the Classroom"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\"><strong>Key Points<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The <a href=\"https:\/\/schoolguide.casel.org\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>CASEL Guide to Schoolwide SEL<\/em><\/a> outlines an intentional, collaborative process for systemic SEL implementation. Guidance is organized around four focus areas, including Focus Area 3, Promote SEL for Students. Since we launched this guide, there have been many innovations in the research around promoting SEL for students.<\/li>\n\n\n\n<li>In response to these changes, we\u2019ve updated our guidance in the <em>School Guide <\/em>to offer the latest classroom strategies, resources, and tools.<\/li>\n\n\n\n<li>Read on to learn about three ways we\u2019ve updated CASEL\u2019s classroom resources to support educators as they apply these concepts.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p><em>Educators are learners for life.<\/em> That\u2019s our takeaway from years of working as, with, and in support of teachers. Educators are curious and committed, doing everything they can to meet the varied needs of their students. But they are also very busy, and the amount of information they are asked to take in and apply can be mind-boggling. That\u2019s why, as an organization committed to advancing SEL through research-practice partnerships, we digest the latest research insights in the field and provide actionable resources and tools for educators.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image aligncenter is-resized\"><img decoding=\"async\" src=\"https:\/\/lh7-rt.googleusercontent.com\/docsz\/AD_4nXd2f643Sj6z2bi3D7_UAfvlE0Fl6WKXDSzxjP2alc-u0mgbBgZeiU8orsJMRbWNhGCG477pz2HY090wj_45vKEfjqZoK12ikMxDhRUBTJ2kRnG865OG7pieIEHpsruiysU7QLCDwXElS3fD299jZokuEGHp?key=BR_IaV8I_fs-aIAAUtci1Q\" alt=\"Image showing the heading to the heading of Focus Area 3 on the CASEL Guide to SEL. Text reads:\nPromote SEL for Students\nDevelop a coordinated approach for supporting students' social and emotional learning across the school, classrooms, home, and community. \" style=\"width:479px;height:auto\"\/><\/figure>\n\n\n\n<p>We\u2019ve incorporated our learnings from these as well as other partnerships to create the <a href=\"https:\/\/schoolguide.casel.org\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>CASEL Guide to Schoolwide SEL<\/em><\/a>, which outlines an intentional and collaborative process for systemic SEL implementation, from the classroom to the school, the central office, and communities and families.<\/p>\n\n\n\n<p>Many districts and schools have successfully implemented the guidance in the <em>Guide<\/em>, but we are committed to updating it when new innovations in research and practice emerge. In the past four years, we\u2019ve seen insightful research published about the importance of school connectedness, the role of student voice in strengthening learning environments, and the ways that collaborative-problem solving invites student curiosity and strengthens their sense of agency.* Building upon these new insights, we have expanded and revised our guidance on <a href=\"https:\/\/schoolguide.casel.org\/focus-area-3\/classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">SEL in classrooms<\/a>.<\/p>\n\n\n\n<p>Read on to learn about three ways we\u2019ve updated CASEL\u2019s classroom resources to support educators as they apply these concepts:<\/p>\n\n\n<div>\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"1-weve-added-new-tools-and-examples-of-what-strategies-could-look-like-and-sound-like-in-practice\">1. <strong>We\u2019ve added new tools and examples of what strategies could look like and sound like in practice.<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n<p>To streamline the <a href=\"https:\/\/schoolguide.casel.org\/focus-area-3\/classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cClassroom\u201d section<\/a> in the <em>School Guide<\/em>, resources for classrooms are now distributed among just three sections. These sections are organized around each leg of the \u201cthree-legged stool\u201d of SEL in the classroom, which show how a systemic approach to high-quality SEL can be embedded through the classroom environment and instruction.<\/p>\n\n<figure class=\"wp-block-image aligncenter is-resized\"><img decoding=\"async\" src=\"https:\/\/lh7-rt.googleusercontent.com\/docsz\/AD_4nXfHy_OJDnj2_CXxhEQzjlhLxH30XbJMkGzbOUbGj4SSIM7TAtvM0h5tPGHXUFLzOFIfwc3aO5zhqXESzyhsr1njEAUatwzWfTO5PWZXnrcRa5A_F4Ze3DhQOcuCE4HoBTL08gtofUJ9ZBZrAzhIxYKgiE5E?key=BR_IaV8I_fs-aIAAUtci1Q\" alt=\"Image of three-legged stool. The seat says &quot;Classroom,&quot; the three stools say &quot;A supportive classroom environment environment,&quot; &quot;explicit SEL instruction,&quot; and &quot;integration of SEL and instruction.\n\" style=\"width:399px;height:auto\"\/><\/figure>\n\n<p>Every educator has their own toolbox, and CASEL\u2019s new and updated tools provide grounded, research-based, ready-to-implement strategies. We\u2019ve also shared more illustrations of SEL in classrooms across grade levels.&nbsp; You\u2019ll see more examples like this in our updated guidance:<\/p>\n\n<figure class=\"wp-block-image aligncenter is-resized\"><img decoding=\"async\" src=\"https:\/\/lh7-rt.googleusercontent.com\/docsz\/AD_4nXdoK78F8FWxDjj6fmU-Xx1pdnRfkPU6SHH10Lp9ZBvg_hxawi4nHHREJPZZvV1M_6M2YuHeLk9zoFjaWlwLs-QISBQf9ZiLagcFae_9aPyvT8NL5NDqV4A3y7SSbkuoS8osP0zoWzCRy2QShEBKx6uJzg1f?key=BR_IaV8I_fs-aIAAUtci1Q\" alt=\"Two pieces of lined paper that show activities from the linked resource.\n\nImage 1:\nA third grade class reads and discusses a story about a character who has an argument with a friend, and later uses communication skills to repair the friendship. Then they practice the skill in small groups by role-playing conversations in response to scenarios about peer conflict and reflect on these skills in real world conflicts that may emerge throughout the week.\n\nImage 2: \nA high school advisory class has a group discussion about managing stress related to their classes and preparing for life after high school. The teacher shares examples of ways he seeks support from others and ways students have asked him for support. Then they take time to write a note to a friend or trusted adult to ask for help with something they are concerned about.\" style=\"width:910px;height:auto\"\/><\/figure>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"2-weve-elevated-ways-educators-can-partner-with-young-people-to-better-understand-their-experience-of-school-and-co-create-strategies-for-improvement\">2. <strong>We\u2019ve elevated ways educators can partner with young people to better understand their experience of school and co-create strategies for improvement. <\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>By engaging students in the learning design and making their voices central to the classroom experience, educators can incorporate the <a href=\"https:\/\/casel.org\/fundamentals-of-sel\/how-does-sel-support-educational-equity-and-excellence\/transformative-sel\/\" target=\"_blank\" rel=\"noreferrer noopener\">focal constructs<\/a> of identity, agency, belonging, collaborative problem-solving, and curiosity to honor the strengths and needs of all students, especially those farthest from opportunity. Our guidance now includes more examples of ways teachers can learn from their students and collaborate to strengthen the learning environment.&nbsp;<\/p>\n\n\n\n<p>For one example, see CASEL\u2019s new<a href=\"https:\/\/schoolguide.casel.org\/resource\/planning-procedures-for-supportive-environments-ost\/\" target=\"_blank\" rel=\"noreferrer noopener\"> teacher tool for developing class routines and responsibilities<\/a>.<\/p>\n\n\n\n<figure class=\"wp-block-image aligncenter size-large is-resized\"><img decoding=\"async\" width=\"1080\" height=\"1080\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/green-modern-school-admission-twitter-post-Instagram-Post-3.png?auto=compress&amp;fit=scale&amp;fm=png&amp;h=1900&amp;w=1900\" alt=\"A graphic with the title &quot;Student-Led Routines&quot; shows a blackboard with examples from the linked resource: entering the classroom, helping a substitute, turning in assignments, sharing news, taking a break, small-group work, welcoming a class visitor, getting ready to leave the classroom\" class=\"wp-image-80332\" style=\"width:289px;height:auto\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/green-modern-school-admission-twitter-post-Instagram-Post-3.png 640w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/green-modern-school-admission-twitter-post-Instagram-Post-3.png 1900w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/green-modern-school-admission-twitter-post-Instagram-Post-3.png 300w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/green-modern-school-admission-twitter-post-Instagram-Post-3.png 768w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/green-modern-school-admission-twitter-post-Instagram-Post-3.png 1536w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/green-modern-school-admission-twitter-post-Instagram-Post-3.png 2048w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/green-modern-school-admission-twitter-post-Instagram-Post-3.png 1080w\" sizes=\"(max-width: 1080px) 100vw, 1080px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"3-weve-expanded-on-our-guidance-about-integrating-sel-with-academic-instruction\">3. <strong>We\u2019ve expanded on our guidance about integrating SEL with academic instruction.<\/strong> <\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>In addition to what many teachers do to weave in experiences of SEL and opportunities to practice and reflect, another essential way teachers integrate SEL is by taking a <strong>student-centered approach<\/strong>. That is, they place students\u2019 experiences, mindsets, interests, needs, and learning styles at the center of their instructional decision-making. Teachers\u2019 powerful influence on the way students perceive themselves as learners and valued members of a community can\u2019t be understated. The language teachers use during instruction and their responsiveness to student input about <em>what<\/em> and <em>how<\/em> they are learning is a key way that teachers model social and emotional competence and contribute to students\u2019 sense of agency, self-awareness, and belonging.&nbsp;<\/p>\n\n\n\n<p>For an example, see these <a href=\"https:\/\/schoolguide.casel.org\/resource\/10-phrases-to-build-positive-academic-mindsets\/\" target=\"_blank\" rel=\"noreferrer noopener\">10 phrases to build positive academic mindsets<\/a>:<\/p>\n\n\n\n<figure class=\"wp-block-image aligncenter size-large is-resized\"><img decoding=\"async\" width=\"1080\" height=\"1080\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/b9AfPk2R-image.png?auto=compress&amp;fit=scale&amp;fm=png&amp;h=1900&amp;w=1900\" alt=\" Image of a piece of lined paper displays the 10 phrases from the linked resource: \nHelp me understand your thinking.\n\nI\u2019m curious what you think.\n\nThis is challenging, but I know you can do it.\n \nI\u2019m glad you asked that question!\n\nWhy does this matter to you, beyond the grade you hope to get?\n\nWhat strategies could help you? \n\nThat's not correct yet. Let's back up and try it again together.\n\nWhat do you need? \n\nWho did it a different way? \n\nTurn to your partner first. \n\" class=\"wp-image-80331\" style=\"width:286px;height:auto\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/b9AfPk2R-image.png 640w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/b9AfPk2R-image.png 1900w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/b9AfPk2R-image.png 300w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/b9AfPk2R-image.png 768w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/b9AfPk2R-image.png 1536w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/b9AfPk2R-image.png 2048w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/b9AfPk2R-image.png 1080w\" sizes=\"(max-width: 1080px) 100vw, 1080px\" \/><\/figure>\n\n\n\n<p>We\u2019ve shared our top three changes to our guidance on SEL in classrooms. Now&nbsp; it\u2019s time for the exciting part: sharing with staff, teachers, and school leaders. Thank you for taking time to explore!&nbsp;<\/p>\n\n\n\n<p><strong><em>Looking for more support with SEL in the classroom? Check out our <a href=\"http:\/\/bit.ly\/CASELwinterworkshops\" target=\"_blank\" rel=\"noreferrer noopener\">winter and spring workshops<\/a> on the SEL 3 signature practices and integrating SEL with instruction<\/em><\/strong>.<\/p>\n\n\n\n<p>*Highlighted research publications we\u2019ve incorporated since our last edition:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/belenetwork.org\/library_resources\/the-bele-framework\/\" target=\"_blank\" rel=\"noreferrer noopener\">The BELE Framework<\/a> (2020)<\/li>\n\n\n\n<li><a href=\"https:\/\/www.aft.org\/ae\/summer2021\/jagers_skoog-hoffman_barthelus_schlund\" target=\"_blank\" rel=\"noreferrer noopener\">Transformative Social and Emotional Learning: In pursuit of educational equity and excellence<\/a> (Jagers et al., 2021)<\/li>\n\n\n\n<li><a href=\"https:\/\/edresearchforaction.org\/research-briefs\/strengthening-school-connectedness-to-increase-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">Strengthening School Connectedness to Increase Student Success<\/a> (Balfanz et al., 2024)<\/li>\n\n\n\n<li><a href=\"https:\/\/osf.io\/preprints\/osf\/mk35u\" target=\"_blank\" rel=\"noreferrer noopener\">The State of the Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions<\/a> (Cipriano et al, 2023)<\/li>\n<\/ul>\n\n\n\n<p><strong>Related Posts:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/resource-roundup-11-resources-for-starting-the-school-year-strong\/\" target=\"_blank\" rel=\"noreferrer noopener\">Resource Roundup: 11 Resources for Starting the School Year Strong<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/5-meaningful-standards-based-sel-activities-for-the-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">5 Meaningful, Standards-Based SEL Activities for the Classroom<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/favorite-tools-for-starting-the-school-year\/\" target=\"_blank\" rel=\"noreferrer noopener\">Our Favorite Tools for Starting the School Year<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"write-for-us\"><strong>Write for Us<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog, <em>Constellations<\/em>? <a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a> about what we\u2019re looking for and how to pitch your idea!<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points Back to top Educators are learners for life. That\u2019s our takeaway from years of working as, with, and in support of teachers. Educators are curious and committed, doing everything they can to meet the varied needs of their students. But they are also very busy, and the amount of information they are asked [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":80335,"comment_status":"closed","ping_status":"closed","template":"","theme":[201],"class_list":["post-80327","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-deep-dives"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/80327","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=80327"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/80335"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=80327"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=80327"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}