Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. The Arizona Department of Education (ADE) recognizes the value and importance of supporting students’ academic, social, and emotional learning as well as the SEL of educators and communities. ADE is using CASEL’s integrated framework to promote intrapersonal, interpersonal, and cognitive competence. These five core competencies and SEL equity elaborations can be taught in many ways across many settings.
School districts, charters, education, and youth-serving organizations are welcome to complete the SEL pledge to acknowledge that each of us plays a role in supporting healthy social and emotional development in our school communities. Please complete the survey below to support the Arizona Department of Education's records of which districts, charters, education, and youth-serving organizations are committed to supporting social-emotional learning. The pledge is available upon completion of the survey.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students. CASEL leads to multiple initiatives and produces high-quality resources to advance and implement SEL practices and policies. Based on your role and your schools' level of SEL implementation, this interactive resource provides valuable tools to strengthen SEL in your school community. https://schoolguide.casel.org/where-to-start/
Because social and emotional learning is critical to the success of students, educators, and communities, many federal funding streams already available to support the implementation of social-emotional learning for both the students and adults in a school campus. This SEL Funding Guide intends to expand awareness of the potential opportunities to fund the implementation of SEL activities and open the door for further exploration.
Arizona Department of Education in partnership with Ricky Robertson from Corwin Press would like to invite you to participate in two FREE virtual Resiliency and Social-Emotional Learning workshop series that will provide intentional professional learning on educator self-care, understanding behavior as communication, and trauma-sensitive social-emotional learning.
COVID has changed our landscape making this support for educators and students an essential first step to support academic achievement. The workshop series is for teachers, teacher teams, administrators, leadership teams, paraprofessionals, social workers, counselors, and other support staff. School and district leaders can enroll their whole school teams for these sessions.
Learn more about the available workshop series and dates HERE.
School and Classroom Resources
Resources in this section are meant to assist teachers to establish learning environments, whether they be in-person, or virtual, that focus on inclusivity and support social development in students and staff in a manner that is culturally responsive and acknowledges the effects of racism and inequality in student learning and behavior. The relationships with others and the school environment have a direct effect on how students learn and how that learning affects the students throughout life
Social and Emotional Learning and Mathematics resources from the University of Texas at Austin, Charles A. Dana Center highlight the integration of the Standards for Mathematical Practice with the 5 SEL Competencies. As with the Science engineering design process, process standards truly highlight student collaboration, student engagement, peer to peer communication, and positive student to student learning relationships. Additional links to quality and robust mathematical tasks are also provided that encourage student engagement and link to the SEL Competencies.
“How to Teach Group Work in Math Class” addresses specific ways to guide students in how to work collaboratively together in math class. Over the course of the year, student talk will actually be the majority of the time with teacher talk being secondary.
Social-Emotional Learning in the Science Classroom” focuses on the engineering design process included in the Arizona Science Standards. The integration with the engineering design process offers the development of collaboration and cooperation through science instruction.
District and Charter, or local education agency (LEA) level, resources are meant to help schools create systemic change and instill social and emotional learning practices into the fabric of their operations at every level. These practices require that staff at every level approach interaction with students with an SEL and trauma-informed lens.
“Educators nationwide are preparing to welcome students and adults back to school to reunite, renew, and thrive. They face the layered impact of school closures, the COVID-19 pandemic, an economic crisis, and racial inequities exacerbated by the pandemic and amplified by the nationwide mobilization for racial justice. To aid in this transition, CASEL collaborated with more than 40 partners to illuminate a way forward, centered on relationships, and built on the existing strengths of a school community.” “The SEL Roadmap is designed to support school leaders and leadership teams in planning for the transition back to schools, in whatever form that takes. Schools at any stage of SEL implementation can use this roadmap to build upon existing efforts around community-building, school climate improvement, student well-being and mental health, trauma-responsive learning environments, restorative practices, and social and emotional competency development. It is also intended to help you reflect and act upon what you can do that is different—to leverage the historical moment we are in. While this guidance is written for schools, states and districts will also play critical roles in ensuring schools have the resources, support, and guidance needed to carry out these actions.”
Resources in this section are meant to help families create healthy SEL learning environments. These environments allow for the creation of strong partnerships between families and schools, educators and communities to support children to become lifelong learners who develop into adults who make significant contributions to the world.