This website is an introduction to Social and Emotional Learning in Massachusetts Public Schools. The Department commonly uses the Collaborative for Academic, Social, and Emotional Learning (CASEL's), definition of Social and Emotional Learning (SEL): SEL is the process of developing students' and adults' social and emotional competencies-the knowledge, skills, attitudes, and behaviors that individuals need to make successful choices. There are a range of other definitions for Social and Emotional Learning that are also viable.
Social Emotional Learning is a key part of one of the Department's five strategic priorities : Supporting social-emotional learning, health, and safety (also known as the "heart" strategy). Strengthening social and emotional competencies in students and adults also helps further all four themes in the Commissioner's Our Way Forward 2019 report to the Board: Deeper Learning for All; Holistic Support & Enrichment; Innovation & Evidence-Based Practice; and State as a Partner.
Several years ago (2016), the Board of Elementary and Secondary Education (BESE) held a special meeting on Social and Emotional Learning to provide an opportunity for members to hear a number of key ideas, information, and examples from experts in research, policy, and practice, and have the opportunity to discuss the topic of SEL.
This website includes information about the following topics. For more information about any of these resources, email firstname.lastname@example.org.
SEL website sections
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Many schools have been working to implement multi-tiered systems of support (MTSS) to meet students' academic, social-emotional, and behavioral needs. In line with this, DESE updated its MTSS Blueprint to incorporate a tiered approach to SEL. In a tiered approach, educators provide high quality SEL instruction (free-standing as well as integrated into other subjects) and general practices that support universal SEL, to help all students develop SEL core competencies (tier one). Educators and support staff also use data to inform when additional efforts are needed, and provide (or help access) supplemental supports based on individual students' social and emotional needs and strengths (tier two). Additionally, more intensive supports are provided for individual student needs that are more urgent and/or intensive (tier three). Tier one SEL will generally occur in whole-school, whole-class settings, while tier two and three supports may be provided through targeted group instruction, embedded within a classroom setting, in individualized work with students, in counseling sessions, or in other settings as appropriate.
Similarly, a school and district-level tiered approach can be helpful for strengthening adult social-emotional leadership skills and competency development, e.g., offering professional learning and support for all adults' competency development, and more focused and intensive learning, coaching, and supports where helpful in ways that are equity-focused, and proactive as well as responsive. The role of adults is critical in numerous ways, including but not limited to modeling skills; selecting and implementing evidence-based culturally responsive practices and approaches; using competencies to build relationships and enhance supports and understanding of students, staff, and families; reflecting on biases and taking productive actions towards dismantling systemic inequities and advancing equity, including racial equity; and continually strengthening competencies that help adults be able to more effectively help students develop skills.
Last Updated: June 17, 2022
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