CASEL SEL Definition
We find CASEL’s definition of SEL to be a solid guide in our work. CASEL defines SEL as follows:
Social and emotional learning (SEL) is an integral part of education and human development. 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.
Lane ESD’s SEL Team has the following goals*:
- continuously promote positive social emotional development in ways that create an atmosphere of caring, cooperative and responsible participation in learning, and a sense of community and well-being
- embed social emotional learning in existing curricula
- map natural opportunities for promoting and supporting social emotional development at school
- improve how school staff model social and emotional functioning every day
- ensure that students have many opportunities and support for connecting and building strong relationships with positive peers and adults at school
- minimize transactions that interfere with positive social and emotional functioning and growth
- transform the ways that school staff respond to students' learning, behavior, and emotional problems to ensure that the responses promote positive development, enhance engagement in learning, address barriers to learning and teaching, and generate a positive school climate. (Such a transformation should ensure that SEL and mental health in schools are fully embedded in school improvement policy and practice.)
*adopted from the Center for Mental Health in Schools at UCLA
We are guided by our Lane ESD Equity Stance in the following commitments:
- Working as a team: Accepting our own biases, challenging the status quo, building relational trust, being inclusive of all voices, being reflective and open to multiple perspectives, demanding representation in places of power, and decolonizing practices that reproduce inequity.
- Considering new projects/initiatives: Applying our equity lens, explicitly employing anti-oppressive practices, identifying and centering historically marginalized students as we co-create the system the youth in our care deserve, and employing goods and services from impacted communities first.
- Implementing projects/initiatives: Identifying potential barriers and mechanisms within the communities being served to ensure successful planning and program implementation by using multiple data sources to evaluate, refine, and sustain effective efforts.
- Planning/facilitating professional learning experiences: Grounding practices in culturally elevating, nourishing, and celebrating principles, ensure that all learners are considered, allowing opportunities for participants to check for implicit bias, and considering who benefits (or not) from the experience.
- Reviewing and recommending Curriculum: Recommending curriculum that is culturally relevant and responsive to the communities being served; recognizing that content is a vehicle for love; challenging stereotypes and implicit bias that negatively impact minoritized youth; generating and responding to youth interest/voice, seeking out those traditionally misrepresented, marginalized, or silenced.