According to CASEL, social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

CASEL is the Collaborative, Academic and Social Emotional Learning. CASEL is the preeminent national leader in the field of SEL. CASEL collaborates with leading experts and support districts, schools, and states nationwide to drive research, guide practice, and inform policy. 

According to CASEL, the social emotional competencies consist of integrated framework that promotes intrapersonal, interpersonal, and cognitive competence. The competencies are self-awareness, self management, social awareness, relationship skills, and responsible decision making.

Winnetka District 36 established SEL as a strategic goal and began it’s work with CASEL during the 2019-20 school year. D36 has coordinated efforts with New Trier High School in planning professional development. Recently, New Trier High School and all NT Township schools have signed an agreement with CASEL to work collaboratively on a Township-wide initiative to support Social Emotional Learning in all of our school communities starting in June of 2020. Additionally, all Township Schools are adopting SEL goals for their respective districts. 

Research shows that social emotional learning leads to success in school, careers and in life. In particular to schooling, the impact of Durlak, Weissberg et al.’s meta-analysis of 213 rigorous studies of SEL in schools indicates that students receiving quality SEL instruction demonstrated:

• better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL instruction;
• improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior;
• fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals; and reduced emotional distress: fewer reports of student depression, anxiety, stress, and social withdrawal.”

1. Emerging research is finding that students in “high-achieving schools” with high standardized test scores, varied extracurricular and academic offerings are experiencing higher rates of behavioral and mental health problems compared with national norms.  A consensus study report on advancing health equity among American children published this summer by the National Academies of Sciences, Engineering and Medicine added youths in “high achieving schools” to their list of “at-risk” groups. 
2. In Winnetka District #36, teachers are reporting that elementary and middle school students are exhibiting more prominent behavioral and emotional regulation difficulties, at younger ages, and in greater frequencies. They are lacking emotional regulation and executive function/planning skills that most students used to possess in years past. 
3. New Trier’s recent Youth Risk Behavior Survey indicated that New Trier Students experience more than the National average amounts of: 

1. 1. Stress/Anxiety
   2. Suicidal thoughts and attempts
   3. Alcohol and Marijuana use

Adults who can recognize, understand, label, express, and regulate their own emotions are more likely to:

• Demonstrate patience and empathy
• Encourage healthy communication
• Create safe learning environments (Brackett et al., 2008)
• Less likely to report burnout (Brackett et al., 2010)

The quality of student-teacher relationships is a better predictor of academic performance (grades) than teacher education, experience or class size. (Mashburn et al., 2008)

Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching. (Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008)

At the start of the 2019-20 school year, Winnetka D36 adopted the following goal: “Build a community-wide understanding and commitment to the value of Social Emotional Learning (SEL) and its impact on students’ holistic success and well-being.” To this end, the District has engaged in numerous professional development opportunities for faculty and administration in collaboration with CASEL. 

Parents have been engaged as part of a newly established Parent SEL Advocacy Team, Winnetka Parent Institutes, and through the school improvement process. All local school improvement plans focus on SEL for adults and also feature a goal directed toward student SEL. 

A SEL supercommittee of teachers, administration and parents was established and  have conducted targeted professional development and planning. These efforts will lead to the adoption of a comprehensive framework at the end of the 2019-20 school year and implementation for all schools beginning in the fall of 2020.

Research shows that SEL provides both short term and long term benefits impacting behavior,  emotional functioning, and academic outcomes. Recent neuroscience studies demonstrate that positive social emotional learning effects and brain state increase a student’s ability to learn. 

First and foremost, we can support our children by modeling positive social and emotional behaviors. Whether consciously or not, research shows that we co-regulate our children’s behavior through our words, dispositions, and actions. In addition, we recommend taking advantage of opportunities to learn more about Social Emotional Learning through resources such as Family Action Network (FAN) Events , Winnetka Parent Institutes, and the District website. A list of resources can be found on the D36 Parent SEL advocacy web page.

Employers: Six of the Top 10 skills identified by the World Economic Forum involve social and emotional competence. In another survey, 92% of surveyed executives say skills such as problem-solving and communicating clearly are equal to or more important than technical skills. Companies such as Allstate, Bank of America, and Google are prioritizing SEL.