Madison Middle School Kicks of SEL Program

Madison Middle School’s Social and Emotional Learning (SEL) Program

For the 2017-2018 and 2018-2019 academic years Madison Middle School presented Social and Emotional Learning (SEL) lessons based on the Collaborative for Academic, Social, and Emotional Learning (CASEL) model.  These lessons coincided with our Positive Behavioral Intervention Support System (PBIS).

Experts define SEL as how children and adults learn to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions.  Based on two years of surveys for Madison Middle School students, data shows that the SEL lessons are making an impact with our students, particularly regarding their perception for themselves as a successful student and a responsible decision maker.  This is what the majority of our SEL lessons focused upon for the first two years of the program  

Madison Middle School kicked off its 2019-2020 SEL programming today.  In order to generate an even greater impact, the faculty devised a plan to deliver SEL lessons within a class meeting.  This instructional time will be referred to as Students and Teachers Achieving Results (S.T.A.R.).  S.TA.R. instructional programming will be held every Tuesday, between second and third hour for thirty (30) minutes.  All students were assigned to a team facilitated by a member of our professional staff.  In addition to making sure every student feels connected to our school community, this year’s lessons will focus on emotional regulation. 

For more information regarding Social and Emotional Learning one can visit the following site.

https://casel.org/

 

What competencies does SEL develop?

CASEL identifies five core areas of SEL competencies (Weissberg et al., 2015):

  • Self-awareness: Recognizing one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s own strengths and limitations and biases, and possessing a well-grounded sense of confidence, optimism and growth mindset.
  • Self-management: Regulating one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward personal and academic goals.
  • Social awareness: Taking the perspective of and empathizing with others from diverse backgrounds and cultures, understanding social and ethical norms for behavior, and recognizing family, school, and community resources and supports.
  • Relationship skills: Establishing and maintaining healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
  • Responsible decision-making: Making constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.