CASEL-Report-low-res-FINAL

after-school activities. They can use
goal-setting instructions and focus
on problem-solving strategies and
the decision-making process. Across
the school, educators can stress the
importance of SEL application, not only
in the classroom but also in everyday life
through consistent and age-appropriate
supportive services. Based on the
specific age and culture of students
and needs of the school, school leaders
can develop coordinated and explicit
problem-solving strategies on targeted
issues (e.g., healthy lifestyle, conflict
resolution, and healthy study habits).
They can provide time in the curricula for
students and teachers to learn, work, and
practice these strategies. Academic and
social and emotional learning should be
mutually reinforcing.
Conduct Resource and
Needs Assessments in
Schools 160
For SEL to be a success on a systematic
and strategic scale, the school and the
community can determine the resources,
needs, and readiness of the school
38 the Missing Piece
and identify SEL best practices and
measures that fit their school. School
leaders can conduct resource and needs
assessments that build on evidencebased
SEL programming that is already
being implemented and appropriately
addresses the needs identified by
students, parents, and school staff.
Not only does this create a sense of
ownership in the program, because it
involves high-level school officials and
teachers, it can help increase parent buyin.
Furthermore, school leaders should
strive to create a learning environment
that fosters more extensive personal
interaction. This will allow teachers to
understand individual students better and
allow students to feel more engaged in
the learning process.
Ensure Effective
Coordination with out-of-
School Partners 161
Social and emotional skills development
can link to all aspects of a child’s
life — including his or her home life
and extracurricular activities. Family
involvement facilitates child’s cognitive,
social, and emotional learning and
functioning. A successful school-family
partnership (SFP) must be based on the
idea that all families can contribute to a
child’s learning and development — and
parents, as well as teachers, share the
responsibility. Likewise, communityschool
partnerships can help to better
facilitate a child’s progress through
school. Establishing partnerships with
community-based program providers
and agencies like social services, mental
health, and welfare can provide further
out-of-school support for students.
To facilitate the creation of studentfamily-community
partnerships, schools
can create a position of SEL or SFP
coordinator, who can be involved with
program implementation and serve as
a liaison with families and community
partners. Teachers can share SEL
strategies, tools, and resources that
match the children’s learning styles and
skills with parents to help with at-home
reinforcement. They can also coordinate
with out-of-school services to recommend
which competencies can be supported in
extracurricular environments.
Getting families and community partners
into the classroom to observe and actively
participate in SEL is another means of
earning parent and community partners’
buy-in, as well as at-home and extra
curricular reinforcement. Creating parent
support during the assessment process
includes home visits and engaging
families in the initial program assessment.
For example, students and parents can
generate individual SEL goals at the
beginning of each school year. This will
encourage family presence in the later
evaluation process. Family involvement in
the subsequent individual assessment of
students and during transitions (e.g. from
middle to high school) can help parents
and children navigate potentially stressful
times.