Do you deliberately devote classroom time to social-emotional learning, or SEL? Does your school address it building-wide? How?
In a 2015 piece about the need for schools to focus on these skills to “improve grades and lives,” The New York Times’s Fixes columnist introduces the movement this way:
[There is a] growing body of evidence — including long-term studies drawn from data in New Zealand and Britain — that have profound implications for educators. These studies suggest that if we want many more children to lead fulfilling and productive lives, it’s not enough for schools to focus exclusively on academics. Indeed, one of the most powerful and cost-effective interventions is to help children develop core social and emotional strengths like self-management, self-awareness and social awareness — strengths that are necessary for students to fully benefit from their education, and succeed in many other areas of life.
[For more on this story by Natalie Proulx and Katherine Schulten, go to https://www.nytimes.com/2019/0...-new-york-times.html]
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