It’s worth mentioning that I don’t think you have to be mean-spirited to make this mistake. In fact, I think that can happen even with the best intentions in mind. I never intended to think of SEL as a solution for narrowly-defined groups, but my practice has probably said otherwise at times.
That’s not okay.
It’s imperative that we’re telling the right story with regard to SEL. Too much is on the line to stumble here. Framing SEL poorly tarnishes the life-giving value that Social Emotional Learning holds in the proper context.
Why Do We Narrow Our SEL Focus?
On the campus where I serve, part of our vision is that all of our students will know the value of giving more than they take, will be responsible for their own actions, and will know that they are an important part of our school community. If our work with Social Emotional Learning is narrowly targeted to specific groups, I’m not sure that we can do that.
We often narrow our focus with the best intentions as we try to accomplish ambitious goals like the one listed above. We believe addressing the areas of highest need best will solve the immediate problems, and the immediate problems are always what get the most attention.
I think there are a few myths out there that drive some of the decisions to narrowly focus SEL instruction. I’d like to share a few and offer a wider view that may help re-center some of our views of SEL.
Myth #1: SEL is for younger students.
Reality: While it’s true that younger students, whether they be elementary school students or freshmen at your high school, need a more fundamental set of skills for both academics and behavior, students of all ages can work to know themselves better, relate better to others, and make responsible choices.
Myth #2: SEL isn’t for students who excel academically.
Reality: While students who achieve well academically often present as having it all together, they’re often under a tremendous amount of pressure. Anyone who has spent time with students knows that this isn’t unique to high achievers. All students benefit from making good decisions about their needs as individuals and in relationships.
Myth #3: SEL is for students who weren’t taught to behave at home.
Reality: Although it’s commonly thought that some students simply know how to behave when they enter the school doors, I believe that it’s our job to make sure we’ve taught our expectations with fidelity to every student. At schools where most parents read to their children, teachers don't forgo their reading instruction, do they? All students should be equipped to manage themselves and their relationships with others in the school setting.
Despite the fact that it is sometimes treated this way, Social Emotional Learning isn’t an antidote for the side effects of youth, academic achievement, or behavioral gaps. It’s the means by which we can open all students up to the possibility that they could learn more about knowing themselves, relating to others, and making responsible decisions than they thought possible.
Social Emotional Learning in Focus
Let me be clear: Even the best SEL instruction doesn’t level the playing field for every student. Students are going to struggle, it’s still going to be tough, and some will want to quit trying. That shouldn’t deter our efforts. It would be irresponsible to remain passive when we know that we can provide teaching to help students know themselves, relate well to others, and make responsible decisions.
If we’re not able to find time to help our students develop these qualities, I’m worried.
I think it is more than possible that students can be equipped with the knowledge and skills to choose something better than ignorance when it comes to knowing themselves, relating to others, and making responsible decisions.
How could we allow that not to happen?
This piece was originally submitted to our community forums by a reader. Due to audience interest, we've preserved it. The opinions expressed here are the writer's own.