Social emotional learning is certainly become quite a buzz word lately. Efforts have been made at the local level in several organizations to make social and emotional learning more of a well-known concept that is not only grasped, but a movement that teachers are thirsty for more of. Organizations like the Collaboration for Academic and Social Emotional Learning (CASEL) have made it their mission to define and dissect the competencies of social emotional learning and how they should be integral component of not just within the classroom walls, but outside as well.
Often times the concept of social emotional learning is intertwined in the world of educational and education services. For example, the Every Student Succeeds Act was introduced to establish a set of academic competencies for students, including social and emotional competencies. For this author, this thrills me to end because it connects both the heart and the mind in the learning process. Children should be able to emotionally brilliant and feel good about themselves and others while soaring academically.
Other various government bills such as S. 897, named after the six-year-old student Jesse Lewis who was killed at Sandy Hook Elementary School, have made an addendum to pre-existing educational reforms or acts to include provisions that involve school-wide professional development to ensure that all adults involved in children’s lives at school have the well-needed tools and training to not only understand but implement the principles and concepts of social emotional learning.
All of these efforts imply that there has been work made beyond the classroom walls, that teachers have more than a fundamental grasp of what it means when the term social emotional learning is used at school. I do think that there is a thirst for teachers and professionals to want to integrate these concepts in the learning process, but that comes with a waning feeling felt by teachers of already feeling taxed and burdened by what is already being asked of them. What I wish I could shout out across the buildings for everyone to hear is that if you are teaching your child well, either in our outside the classroom, you are already doing this. Teach your child to love not just others, but themselves for not just who they are, but what and how they learn.
Nonprofits like Un-included Project empower children to increase their self-esteem and self-worth through engagement both academically and emotionally in various arenas. Efforts made nationally reflect the desire to include social emotional learning and concepts into the academic and professional development framework for both teachers and students. I am more thrilled that it has reached national attention, but if this is all about the children, let’s start with them.
For more information on Social Emotional Learning please visit:
Collaboration for Academic and Social Emotional Learning (CASEL)
Emotional Intelligence As Standard Intelligence
Neuroscience Behind Academic, Social, and Emotional Learning