Diversity, Equity, Inclusion, and Belonging

Social and Emotional Learning

Social and Emotional Learning (SEL) plays a pivotal role in the comprehensive development of school students, offering substantial benefits that extend beyond the classroom to influence their future well-being and success. For parents and educators alike, understanding the importance of SEL is crucial for fostering environments that nurture the holistic growth of children and adolescents.

Our district participates in the following approved SEL programs:

Benefits of Social Emotional Learning

For Students:

Enhanced Academic Performance
Improved Emotional Regulation
Increased Empathy and Understanding
Development of Resilience
Preparation for the Future

For Parents:

Stronger Parent-Child Relationships
Better Behavioral Outcomes
Supports Mental Health
Community and School Engagement
Modeling Emotional Intelligence

In summary, SEL is not just about fostering academic success; it is about preparing students to be compassionate, competent, and resilient individuals. For parents, engaging with and supporting SEL initiatives represents an investment in their children’s future, equipping them with the skills necessary to navigate the complexities of life with confidence and empathy.

BMS Connections/CMS Primetime Advisory

All BMS and CMS students grades 6-8 are assigned to a Connections/Primetime advisory group. Connections/Primetime advisory features programming and learning opportunities in the areas of wellbeing, student social/emotional development, bias/acceptance, and executive functioning. In addition, this advisory program creates space for our middle school students to foster meaningful and trusting relationships between students and staff.

Connections/Primetime groups meet throughout the school year. Connections/Primetime groups are assigned by grade level; students stay with the same Connections/Primetime for each school year and change each subsequent year in middle school.

Example Lessons: Intent vs. Impact

It was just a joke!

R-Day (Resilience)- Lesson Plan

  1. Read over slides 1-2 from The OK Book. (two minutes)
  2. Ask students “What did you notice about the pages in the book?” (2 minute) (4 total)
    1. Hopefully, they’ll notice that the character is a literal “OK”
    2. Also that OK really isn’t that good at what they’re doing.
  3. Hand students the chart below, students fill it out. We define that personal =
    hobbies/skills from outside of school. (Doubled Below for printing): (5 minutes) (9 total)
  4. Students partner up- and we give them these instructions: I want you to share out ONE
    thing you need to get better at in School. Don’t talk about the past- just state what you
    want to get better at and ask for advice. Then your partner will try to give advice- what
    ideas do you have about how your partner might get better. (5 minutes) (14 total)
  5. Show slides 5-6 slide. Ask students the questions. Basic idea = “OK” is in learning mode.
    Ask them to write advice to someone to help them get back to “learning mode.” (5
    minutes- 19 total)
  6. When you want- students can go tape their advice up in their own locker.

During Prime Time/Connections, students in grades 6-8 learn about bias, including how to
recognize bias behavior, and how to interrupt it. Students will also share what they have
witnessed and experienced in order for teachers to support students and plan for future
sessions.

Connections at Staples High School

All Staples students grades 9-12 are assigned to a Connections advisory group. Connections serves as an intentional time to: communicate school-related information, foster meaningful connections between students and staff members, and create a safe environment where students feel comfortable to hold open discussions throughout their Staples career. Connections groups typically meet twice per week (Tuesdays and Thursdays) for twenty minutes, between the second and third periods of the day. Approximately 10-12 students are in each Connections group with one or two faculty members. Connections groups are assigned by grade level and school counselor, with 40 Connections groups per grade level. Students stay with the same Connections group and staff members for all four years at Staples.

Example Lessons:

CONNECTIONS LESSON
GRADES 9, 10, & 11
TUESDAY, SEPTEMBER 12th, 2023

For this week’s lessons, we will be focusing on self-awareness through identifying our “unconscious self.” This work is critical for our students in being able to not only better understand themselves, but to also understand how they relate to others. Last year, we focused on the sense of belonging for students, and we want to continue that exploration to support our students’ needs.

CONNECTIONS LESSON
GRADES 9 -11
THURSDAY, OCTOBER 5TH, 2023

Activity: Mindfulness via “Storytelling” (adapted from DBT Skills in Schools, 2016)
Purpose: The purpose of today’s Connections lesson is to help students get in a mindful state. As we are at the midway point for quarter 1, students may feel the pressure and be more overwhelmed. We have worked on identifying students’ unconscious selves to monitor their identity and help in understanding how they feel. The purpose of today’s exercise is to continue the theme of students being present with themselves and one another.

Dialectical Behavior Therapy (DBT)

Dialectical Behavior Therapy (DBT) is a comprehensive therapeutic approach designed to impart a meaningful set of skills aimed at enhancing emotional management, relationship building, and decision-making in adolescents. This method stands out for its structured framework, which equips individuals with practical tools to navigate the complexities of their emotions, foster healthier interpersonal relationships, and make informed choices. DBT emphasizes the development of four key skill areas: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness, all of which are critical for adolescents as they navigate this pivotal stage of development. By providing a concrete and accessible set of strategies, DBT assists adolescents in applying these skills to their daily lives, thereby promoting greater emotional well-being and more positive outcomes in their personal and social interactions.

Ruler

The RULER program represents a cutting-edge, evidence-based approach to social and emotional learning (SEL), developed by the Yale Center for Emotional Intelligence. This program distinguishes itself by integrating rigorous research and practical application to foster emotional intelligence across educational settings. As part of its district-wide rollout this year, the program is introducing classroom charters, designed to create a shared understanding and commitment to emotional intelligence principles among students and educators alike. These charters are pivotal in promoting a culture of empathy, understanding, and respect within classrooms, thereby enhancing the overall educational experience. By grounding its methodology in proven research and focusing on actionable strategies, the RULER program is setting a new standard for SEL programs, with the aim of nurturing more compassionate and effective learning environments across the district.

Responsive Classroom

The Responsive Classroom approach is a pioneering educational framework designed to foster environments where academic learning thrives within a supportive social context. Central to its philosophy is the conviction that the most effective learning occurs in settings that are safe, challenging, and imbued with joy. This approach is widely implemented across the nation, backed by a substantial body of research attesting to its effectiveness. By integrating strategies that enhance social and emotional growth alongside academic skills, the Responsive Classroom approach aims to cultivate classrooms and schools where every student feels valued, engaged, and connected to their learning journey. This holistic focus on both the intellectual and interpersonal development of students makes the Responsive Classroom approach a transformative tool in creating educational experiences that are not only academically rigorous but also deeply enriching on a personal level.

Restorative Practices

Restorative Practices is an innovative field within the social sciences, focusing on the development and application of methods to enhance and strengthen relationships between individuals, as well as to foster more cohesive and supportive connections within communities. This approach is grounded in the principle that relationships are central to building healthy communities, and that addressing conflicts and harms through restorative means can lead to more meaningful and lasting resolutions. By emphasizing dialogue, mutual understanding, and accountability, restorative practices aim to repair relationships that have been damaged and rebuild trust among community members. This approach not only seeks to resolve immediate issues but also to address underlying causes of conflict, thereby contributing to the creation of more resilient and harmonious social environments.

Second Step Elementary

Second Step Elementary stands at the forefront of social-emotional learning (SEL) curricula, designed meticulously for students from Kindergarten through Grade 5. This program is grounded in rigorous research, ensuring it meets the diverse needs of young learners as they navigate their formative years. The curriculum is structured around a series of dynamic, engaging lessons that aim to bolster students’ confidence and enhance their ability to set and achieve personal goals. Furthermore, it equips them with the critical skills needed to make thoughtful decisions and collaborate effectively with peers in both academic and play settings. By focusing on these core areas, Second Step Elementary empowers students to navigate the complexities of their world with greater ease and effectiveness, laying a solid foundation for their future endeavors.

Example Lesson:

Second Step Grade 2, Lesson 4 is Empathy at School.

In this lesson, students identify a kind act they could do for someone in their community. They brainstorm: What are some things you have noticed this person doing at our school? They put themselves in this person’s shoes: What do you think it’s like to do this? How do you think they feel when doing this? What clues tell you this?

Students then think of a time they have felt this way and brainstorm a kind act they can do for this person. In the following lesson, the students complete a kind act for a member of the school community.

World of Difference

The World of Difference program is an innovative initiative designed to empower educators with essential knowledge and skills to actively interrupt and address bullying behaviors within school environments. By focusing on the development and application of effective strategies to respond to name-calling and bullying, this program positions educators at the heart of the solution to one of education’s most persistent challenges. Through its comprehensive approach, World of Difference not only seeks to mitigate the immediate impacts of bullying but also aims to foster a more positive and inclusive school climate. By equipping educators with the tools they need to respond decisively to bullying incidents, the program plays a pivotal role in transforming school environments into safer, more supportive spaces for all students.

Enhanced Academic Performance

SEL equips students with the ability to manage stress and anxiety, which can lead to improved concentration and cognitive functions, thereby enhancing academic performance.

Improved Emotional Regulation

By learning to understand and manage their emotions, students can navigate challenges more effectively, leading to better decision-making and problem-solving skills.

Increased Empathy and Understanding

SEL encourages the development of empathy, enabling students to better understand and respect the perspectives of others, which is crucial for fostering inclusive and supportive peer relationships.

Development of Resilience

Skills acquired through SEL help students to adapt and bounce back from setbacks, building resilience that is essential for facing life’s challenges.

Preparation for the Future

SEL teaches essential soft skills such as teamwork, communication, and empathy, which are increasingly recognized as critical for success in the workforce.

Stronger Parent-Child Relationships

Understanding and supporting SEL at home can enhance communication and strengthen the bond between parents and children, fostering a more supportive and understanding family environment.

Better Behavioral Outcomes

Children who participate in SEL programs often exhibit fewer behavioral problems. Parents can see a reduction in conflicts at home and improved social interactions within the family and community.

Supports Mental Health

By advocating for and supporting SEL, parents can play a critical role in promoting their child’s mental health, helping to mitigate the risks of depression, anxiety, and other mental health issues.

Community and School Engagement

Parents who understand the value of SEL are more likely to engage with schools and communities in support of programs that promote social and emotional development, creating a more cohesive and supportive educational environment.

Modeling Emotional Intelligence

Parents familiar with SEL concepts can model emotional intelligence and resilience, providing children with real-life examples of how to apply these skills in various situations.