Creating a positive school culture is imperative to the success of students. But getting to that point can be a challenge. Many factors can affect the culture of a school, including teachers, and their students’ health, well-being and daily behavior. But some may say that in order to have teachers focus on their students’ social and emotional health, schools need to have their teachers focus on their own social and emotional well-being. It is a necessity that teachers recognize their own social and emotional space; they can’t be successful in the classroom and be who their students need them to be until they are fully self-aware.
As data-driven decision making is increasingly used in education, it’s important to gain insights into the whole child rather than the disparate systems that are typically how data is presented. Early warning and intervention (EWI), college and career readiness (CCR), and social and emotional learning (SEL) programs often collect and use information in silos. However, it is critical that educators are able to bring together this information for a holistic view of their students to make a real impact.
Recently Social & Emotional Learning (SEL) has been receiving increased attention because several states have adopted it as an accountability metric under Every Student Succeeds Act (ESSA). However, SEL has been part of educational research for much longer.