Social Emotional Learning and Peacemaking

An Introduction

training designed by Peace Gameswww.peacegames.org

Goals

To introduce Social Emotional Learning (SEL) using a combination of theoretical foundations and practical application

To improve our “fluency” in communicating the what, why, and how of SEL to partners and allies

To build our community and motivate

Why Does SEL Matter?

Why Does SEL Matter?

Imagine this scene…

It is 10 years from today. You are in a grocery store, pushing your shopping cart down the aisle, when you hear someone call your name. You look up and you see a student that you used to teach. They were the one you would go home at night thinking about, wondering how on earth you would ever be able to reach them. They are walking toward you, smiling. You smile back and then, almost disbelievingly, you ask them,

“So, how are you?”

Why Does SEL Matter?

What kind of people do you hope your students will become, 10

years from now?

What will they have accomplished? What qualities will they have?

How will they respond when you ask them how they are?

SEL Matters

According to a report by the Children’s Defense Fund, every day in the United States 10 children are murdered, and 186 children are arrested for violent crimes.[1]

In 2002, more than 877,700 young people ages 10 to 24 were injured from violent acts; approximately 1 in 13 required hospitalization.[2]

Students ages 12-18 were the victims of approximately 186,000 violent crimes in schools; nearly 500,000 witnessed violent acts outside of school.[3]

One-quarter to one-third of young children are perceived as not being ready to succeed in school, with many affected by social and emotional issues.[4]

Only 29% of students in 6th through 12th grade thought their school provided them with a caring, encouraging environment.[5]

42% of Chicago high school students report having been in at least one physical fight in the 12 months prior to being interviewed.[6]

1 in 10 Chicago high school students missed at least one day of school in the last 30 days preceding the survey because of concerns for their safety.[7]

[1] Calculations by the Children’s Defense Fund from the Centers for Disease Control and Prevention, National Center for Health Statistics, and Division of Vital Statistics (unpublished 2000).[2] Centers for Disease Control and Prevention, 2004.[3] GAO, Child Trauma and Mental Health Services Report, 2002[4] National Center for Children in Poverty, 2000[5] Search Institute, 2003[6] Centers for Disease Control and Prevention, 2005[7] Centers for Disease Control and Prevention, 2005

SEL Matters

Young people deserve:

To live past adolescence To grow into lives that are comfortable,

happy, and fulfilling – with jobs and relationships that sustain them

To have someone listen to them – because they have important, serious, and often thoughtful things to say

And much, much more.

Outcomes, Impacts, and Effective Practices

Outcomes, Impacts, Effective Practices

Outcomes

Researchers at the Collaborative for Academic, Social and Emotional Learning (CASEL) have summarized more than 20 years of research and determined that most effective SEL programs*:

Reduce risky behaviors, especially in the areas of substance abuse and interpersonal violence

Improve academic motivation, performance, and outcomes Improve the climate of schools and community programs Create a consistent and unified framework for schools and

community programs Meet a number of key goals covered by the federal No Child

Left Behind (NCLB) legislation Connect with character education and civic engagement

frameworks and programs Equip young people with the skills they need to improve their

schools and communities…but what are some of those skills…?

* CASEL, Safe and Sound, 2005

Outcomes, Impacts, Effective Practices

Five Core Competencies

Self-Awareness Social Awareness Self-Management Relationship Skills Responsible Decision Making

Outcomes, Impacts, Effective Practices

But how to teach…?

Self-Awareness Social Awareness Self-Management Relationship Skills Responsible Decision Making

Applications

SEL Goes Beyond Students

CASEL identifies ten characteristics of an effective schoolwide program:

Grounded in research and theory Teaches children to apply SEL skills and ethical values in daily life Builds a connection to school through caring, engaging classroom and

school practices Provides developmentally and culturally appropriate instruction Helps schools coordinate and unify programs that are often

fragmented Enhances school performance by addressing the affective and social

dimensions of academic learning Involves families and communities as partners Establishes organizational supports and policies that foster success Provides high-quality staff development and support Incorporates continuing education and improvement

Working With Students

Opening Rituals Community Circles Cooperative

Games Discipline

structures Community Days Assessment and

Evaluation

Working With School Staff

Shared goals and expectations

Staff training and professional development

Structures for cross-site or regional meetings

Classroom resources and lesson plans

Working With Families

Fact sheets and newsletters for peacemaking at home

Parent support workshops

Inclusion of families on site-based leadership teams

Working With Climate

Posters and art work that publicize peacemaking

School site beautification

Behavior expecta-tions that focus on positive outcomes

Young adult volunteers and mentors

Working With Small Groups

Social skills groups using team activities, games, and dialogue

Book club that focuses on core peacemaking skills

Friendship pairs

What Are We Doing Already

How Will CH+A Support SEL?

Over the next several years, CH+A work with Peace Games and other partners to integrate SEL frameworks and skills into all of our community schools programs.

How Will CH+A Support SEL?

Year One Goal:

Equip community school staff with the knowledge, skills, and confidence to create safe learning environments for all of our students, using Social Emotional Learning frameworks and skills as a foundation.

How Will CH+A Support SEL?

Year Two Goal: Provide opportunities for students to learn

and practice positive social emotional skills that will empower them to create safe and comfortable learning environments

Year Three Goal: Provide opportunities for our school

partners to integrate positive social emotional learning skills and practices into the school day

“Work like the future of this country

depends on what you do. Because it does.”

- Pedro Noguera,speaking to educators