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Ludlow Public Schools

BELONGING • COMMUNITY • OPTIMISM • GROWTH

Social and Emotional Learning

There are many definitions for SEL. The MA Department of Elementary and Secondary Education (DESE) uses:

SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions… It can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world.

DESE relies on the 5 core competencies from the CASEL Frameworks regarding SEL.

Self-Awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose. For example:

  • Integrating personal and social identities
  • Identifying one's emotions
  • Demonstrating honesty and integrity
  • Linking feelings, values, and thoughts
  • Examining prejudices and biases

 

Self-Management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation & agency to accomplish personal/collective goals.  For example:

  • Managing one's emotions
  • Identifying and using stress-management strategies
  • Exhibiting self-discipline and self-motivation
  • Setting personal and collective goals
  • Using planning and organizational skills
  • Showing the courage to take initiative
  • Demonstrating personal and collective agency

 

Relationship Skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.  For example:

  • Communicating effectively
  • Developing positive relationships
  • Demonstrating cultural competency
  • Resolving conflicts constructively
  • Resisting negative social pressure
  • Standing up for the rights of others

Social and emotional learning circular chart

Social Awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, & contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.  For example:

  • Taking others' perspectives
  • Recognizing strengths in others
  • Demonstrating empathy and compassion
  • Showing concern for the feelings of others
  • Understanding and expressing gratitude

 

Responsible Decision-Making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.  For example:

  • Demonstrating curiosity and open-mindedness
  • Identifying solutions for personal and social problems
  • Learning to make a reasoned judgment after analyzing information, data, facts
  • Anticipating and evaluating the consequences of one's actions

Social and emotional learning cover photo

"SEL build relationship and skill that promote healthy well-being" on left side while "It is not therapy" on the right side      "SEL boosts academic performance and deepens engagement with content"" on left side while "It is not a distraction from academics" on the right side

 

"SEL helps students understand different perspectives and share ideas" on left side while "It is not a way to teach students a specific political agenda" on the right side     "SEL is shaped by local priorities set by schools, families, and communities" on left side while "It is not one-size fits all" on the right side