Social-Emotional Learning Encourages Self-Esteem and Self-Reflection

SOCIAL-EMOTIONAL LEARNING ENCOURAGES SELF-ESTEEM AND SELF-REFLECTION Healthy social-emotional development is believed to help students progress further in their education and enhance personal and social well-being in both youth and adulthood. We know that the pandemic has brought various feelings and emotions forward—we want our students to know that they are not alone, and we are here to help. September is National Suicide Prevention Awareness Month and as the month ends, we are sharing the social-emotional learning integration in schools that foster greater self-awareness, care, and habits for success that work together to overcome barriers to learning.

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“Our students have to know that they are heard and “We have ‘advisory discussions’ about things valued, and we are ready to help with systems happening at school or in the community and to i s d s e ntif y in place to support their success,” said appropriate ways to handle various is cla f ee dh e Jacalyn Davis, MUSD’s Coordinator situations,” explained Mr. Campbell. li n sk g a so of Equity and Access.

Recently, his class dissected ll be the word ‘depression’ and The systems she is referring students responded with to are the District’s social defining and connecting emotional learning words he displayed on the curriculum, intervention white board. This activity and support team, practiced emotion counseling services, and recognition, articulation, beyond. understanding for others, and applying strategies As part of the integrated to work through those social emotional learning emotions. in schools, junior high classrooms like Mr. Jason Jacalyn Davis, a former Campbell’s from Great Valley principal with a unique Elementary encourage open lens, hands-on approach, and dialogue and diverse perspectives culturally relevant experience, in guided conversations. explains that students have many emotions that they cannot quite yet

WHAT IS SOCIAL-EMOTIONAL LEARNING?

Social-emotional learning (SEL) helps kids work on things like coping with feelings and setting goals. It also helps with interpersonal skills like working in teams and resolving conflicts.

SEL can help kids articulate their emotions, sense of identity, and build self-esteem. Whether it’s called “social-emotional learning” or “emotional intelligence,” most understand it’s critical to pay attention to the development of the whole young person, including character education.

HOW CAN PARENTS SUPPORT SEL AT HOME?

Parents have a dual role to play in raising a self-aware child who knows how to manage their emotions, make responsible decisions, and resolve conflicts non-violently. At home, you should strive to create an environment of trust, respect, and support. Implementing these strategies at home is the first step in nurturing emotionally intelligent children: Be a good listener Communicate better by listening more. Ask questions, keep an open mind, and foster a safe/accepting environment for your child to express their emotions.

Model the behavior you seek Whether it's apologizing when you're in the wrong or treating others with respect and kindness, children learn a great deal about relationships from observing the behavior of their parents.

Nurture your child's self-esteem A child with a good sense of self is happier, more well-adjusted, and does better in school. Strategies for fostering self-esteem include giving your child responsibilities, allowing her to make age-appropriate choices, and showing your appreciation for a job well done.

Respect differences Every child has their own unique talents and abilities. Whether in academics, athletics, or interpersonal relationships, resist the urge to compare your child to friends/siblings. Instead, honor your child's accomplishments.

Know that there are support services Partner with your child’s teacher/school to inquire about resources!

There are many different support systems in place depending on student need.

Source: Edutopia Social and Emotional Learning: Strategies for Parents

Jacalyn Davis, MUSD Coordinator of Equity and Access

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articulate. It is key for teachers, parents, and support look [at the chart] to remind themselves of what they providers to listen, be aware, build a feeling of safety can say and think instead of what they used to,” said g and positivity, and reinforce healthy Ms. Simonds. vs rowth min fixed ’ s communication habits. ds d et on ch There is an increasing amount of m i S “The biggest impact that research into the importance and I’ve noticed since using impact of how kids feel and how the SEL curriculum is they manage their feelings. better relationships with Evidence shows that healthy my students,” said Mr. emotions, relationships, and Campbell. “I understand inner well-being are key my students better, and factors in driving attention, they appreciate that I hear memory, learning and their concerns.” decision-making. This means that learning to handle Ms. Benet Simonds, an 8th emotions well is especially grade teacher also at Great critical during adolescence, Valley, reports that she sees a when the behavior patterns for big difference in how students an individual’s entire life are being respond to challenges and to each formed. other, often encouraging each other to do their best, since implementing SEL. The SEL curriculum is modified for each She displays a chart in her classroom with visual grade level with designated activities aimed to develop cues of a fixed vs. growth mindset— “Students often social-emotional skills as well as tactics for integrating

its foundations in day-to-day lesson planning. For example, a third-grade classroom could be implementing problem solving skills where students practice monitoring and rating their feelings in conflict situations and learn to use a calm breathing technique to regulate emotions.

In Ms. Simonds’ 8th grade classroom, students created a Positive Name Acrostic Poem first by collectively brainstorming words of affirmation, then choosing the words that best described them. “Students enjoyed this activity because it made them focus on their positive attributes,” added Ms. Simonds.

Last school year, the District introduced a new base SEL program which services middle through high school students on particular topics such as anxiety, anger management, bullying, and restorative practices to name a few. Jacalyn Davis explained that the District will host trainings this school year to teach this new program.

CRISIS HELP RESOURCES MUSD Health Services Department

(209) 858-0783 National Suicide Prevention Lifeline

1-800-273-TALK (8255) suicidepreventionlifeline.org Crisis Text Line

Text HOME to 741741 www.crisistextline.org Teen Line 1-800-852-8336

text TEEN to 839863 teenlineonline.org San Joaquin County Youth Warm Line

(209) 468-3685

As the District’s Coordinator of Equity and Access, and with the support of District leadership, it is Jacalyn Davis’ mission for students to feel heard, “I want the students in our community to know that we support them. We hear them, value them, and they are our future leaders. We will do all that we can to help meet their needs and develop the habits for success.”

The Trevor Project 1-866-488-7386

Text START to 678678 www.thetrevorproject.org Childhelp Nonprofit Organization

1-800-4-ACHILD (422-4453)

Childhelp.org National Domestic Violence Hotline 1-800-799-7233

text LOVEIS to 1-866-331-9474 www.thehotline.org/help Trans Lifeline 1-877-565-8860 Veterans Crisis Line 1-800-273-8255

FOR MORE INFORMATION ON THESE RESOURCES, VISIT THE SOCIO-EMOTIONAL AND MENTAL WELLNESS RESOURCE CENTER ON THE MUSD WEBSITE.