Which school do you want to support?
Social/Emotional Learning occurs in school naturally…for better or worse.
Students draw lessons from the rough and tumble laboratory of recess breaks. They reach conclusions in the moments of boredom between moments of structure. The chaos of school regularly generates “teachable moments,” and we all should thank the teachers, principals and other school staff who help students draw the right conclusions.
The chaos of school regularly generates "teachable moments"
Some schools lend structure to building "emotional intelligence" (EQ) as part of the curriculum. Increasingly, educators emphasize social-emotional learning (SEL) as an important component of what happens in school, even to the point of incorporating them explicitly into state and national standards or in some cases creating stand-alone SEL standards.
The Collaborative for Academic, Social and Emotional Learning (CASEL) has identified five interrelated sets of competencies they say are critical for student success.
Crucially, social/emotional learning strategies equip students to keep their cool, and help others do to same. Full Circle Fund has worked with the Niroga Institute, a Bay Area organization that helps students learn yoga techniques to build awareness of their own state of mind. Other programs that focus on social/emotional learning include ESR and Responsive Classroom.
Social-emotional skills are sometimes labelled "soft" skills, but most can agree that soft skills are hard to learn. Schools that put a focus on building social-emotional skills share a premise: these skills can be taught and learned intentionally.
MacArthur fellow Angela Duckworth, a leading expert on social-emotional learning, has famously characterized qualities of determination and resilience as "grit." She argues that social-emotional capacities such as "grit" are a vital life skills, and that schools must teach them intentionally.
Her message has found a responsive audience. Individuals respond to influence, but systems respond to measurement. If social emotional skills are important, shouldn't those skills be measured, too? The Every Child Succeeds Act (ESSA) requires states to include nonacademic measurements of success, so it seems likely that some will try to incorporate social-emotional measures. Duckworth urges caution. Mindsets are tricky to measure in an authentic way.
Not everyone agrees that focusing on "grit" is such a good thing. Taken too far, grit has an isolating, go-it-alone implication. Pedro Noguera, another influential commentator, prefers for schools to focus on developing "agency" among groups of students.
There is a fuzzy boundary between social-emotional learning (which, arguably, emphasizes skills and approaches) and character education (which arguably, aims to help students at a deeper, more permanent level). The next lesson turns to character education.
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