Integrating Academics and Social Emotional Learning - Verita International School, Romania

Integrating Academics and
Social Emotional Learning
When schools commit to promoting students’ social-emotional learning, they
engage all education stakeholders to create a safe, equitable, and engaging
school climate, so each student acquires and enhances their academic, skills,
and the behaviors they need for interpersonal and life success.

Contents
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| Letter from the team
| Social emotional learning – An overview
| SEL in the classroom
| SEL and the brain
| SEL and academics
2 Title Integrating of the book Academics and Social Emotional Learning

Letter from the Team
Most
people have assumed that the kind of academic learning that goes on
In a school has little or nothing to do with one’s emotions or social environment.
Now neuroscience is telling us exactly the opposite. The emotional centers of the
brain are intricately interwoven with the neurocortical areas involved in cognitive
learning.
Multiple research studies demonstrate that social and emotional learning programs
(SEL) pave the way for better academic learning. They teach children social and
emotional skills that are intimately linked with cognitive development. In the ideal
learning environment, children are focused, fully attentive, motivated, engaged, and
enjoy their work. Children become empowered to be their best selves.
Conversely, when a child trying to learn is caught up in a distressing emotion, the
centers for learning are temporarily hampered. The child’s attention becomes
preoccupied with whatever may be the source of the trouble. Because attention is
itself a limited capacity, the child has that much less ability to hear, understand, or
remember what a teacher or a book is saying. Illustrating again the direct link
between emotions and learning.
Appreciating the important links between SEL and academic learning, we at Vertita
continue our commitment to focusing on our two of founding principles; Strength in
academics and the development of the whole child - creativity, adaptability,
empowerment, and resilience through the application of SEL. When it comes to
children, we are developing students that will have the knowledge and ability to
play in the real world AND cultivate well-being.
Enjoy the following eBook which further articulates this vision for Verita, and the
promises that we offers our children for their future.
3 Integrating Academics and Social Emotional Learning

Social Emotional Learning
“the process through which children and adults acquire and effectively apply the
knowledge, attitudes, and skills necessary to understand and manage emotions,
set and achieve positive goals, feel and show empathy for others, establish and
maintain positive relationships, and make responsible decisions.”
Social and emotional learning (SEL) is the process through which children and
adults acquire and effectively apply the knowledge, attitudes, and skills necessary to
understand and manage emotions, set and achieve positive goals, feel and show
empathy for others, establish and maintain positive relationships, and make responsible
decisions. In his book Emotional Intelligence, Daniel Goleman sites the evidence of
SEL as a complex and multifaceted skill that allows individuals to be effective in all the
critical domains of life, including school. Simply stated: “It's a different, and more
effective way of being smart.”
While many education programs promote a set of values and approaches that attempt to
lead to responsible behavior, social emotional education has a broader focus. They place
more emphasis on active learning techniques, the generalization of skills across settings,
and the development of social decision-making and problem-solving skills that can be
applied throughout life.
According to a 2015 report by the
American Enterprise Institute and the
Brookings Institution, SEL competencies
are critically important for the long-term
success of all students in today’s
economy.
The report was developed by a group of bipartisan experts who all agreed that research
clearly indicates the implementation of SEL into an academic setting not only helps students
develop the attitudes, behaviors, and cognitions to become “healthy and competent”
overall—but also significantly improvers academic performance by integrating the two
domains to develop a “whole child”.
Focus is the ability to
manage our
distractions instead of
letting our distractions
manage us.
-Daniel Goleman
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Integrating Academics and Social Emotional Learning

SEL and the Classroom
“Today's educators have a renewed perspective on what common sense
always suggested: by attending to students' social and emotional skills,
the academic achievement of children increases.”
S
tudents do not leave their emotions at the door
when they walk into the classroom. They are still
thinking about the fight they had with their mom, about
the insult hurled at them on the bus, about the
upcoming test. SEL helps students understand that
they do not come as blank slates each morning, and
teachers need to work with their emotional states,
rather than pretend they don’t exist. These practice
are crucial to developing and academically successful,
self-regulated child.
Students with SEL training scored 13 points higher academically
than their peers, had 6 percent better high school graduation rates,
and 18 percent higher college attendance and degree attainment.
Imagine a classroom where teachers are supportive, students are inspired, and children care
.
about one another and are working together to solve these challenging problems. That’s social
and emotional learning (SEL) in action, and it’s happening in the Verita classrooms everyday.
We now know that children can learn respect, empathy, responsible behavior, and other social
and emotional competencies that help them succeed in school and life. Research shows that
social and emotional skills, attitudes, and behaviors can be taught and fostered throughout the
day. SEL in the classroom takes shape in a variety of ways. It is promoted through explicit
instruction, often using an evidence-based program, and is also be integrated across classroom
instruction and our academic curriculum. SEL plays an important role in classroom climate—for
example, how teachers build relationships with students, how students build relationships with
each other, and how conflict and discipline are addressed.
Evidence shows that when teachers implement interventions such as classroom management,
interactive teaching, cooperative learning, and interpersonal skills, the students attitudes
significantly increase as does the students desire and ability to engage in learning, participate in
class and complete homework. Further, the evidence demonstrates that with the integration of
SEL in the classroom, students score significantly higher on measures of cognitive problemsolving
skills, have increased test scores, and receive better grades.
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Integrating Academics and Social Emotional Learning

A
SEL and the Brain
s the field of brain science develops, we are
discovering the myriad implications that it has in the field
of student development. At the same time, there is
increased research and attention being paid to social and
emotional learning skills and mindsets like recognizing
and managing emotions, developing caring and concern
for others, establishing positive relationships, making
responsible decisions, and handling challenging situations
constructively and ethically. These two arenas—brain
development and SEL—are linked.
SEL is now being understood as shaping how the brains develops and functions. It is important to
note that our relationships trigger neuroplasticity and learning. Positive relationships trigger our brain
chemistry to allow it to be more plastic and enable us to learn more easily, whereas traumatic
experiences negatively alter the brain and can shut down learning. In youth development where a
high priority is placed on building relationships, this investment can result in young people who are
physiologically better able to learn. The importance of SEL for successful academic learning is
further strengthened by new insights from the field of neuropsychology. Many elements of learning
are relational and social and emotional skills are essential for the successful development of
thinking and learning activities that are traditionally considered cognitive. No longer is learning
considered an independent process, by a relational process that is reflected in the kinds of
interactions and engagement with others. SEL ensures that these interaction provide the greatest
level of benefits for nurturing long-term learning skills that serve students long after they leave the
school environment.
Teachers use their warmth, empathic caring, and
positivity to increase neuroplasticity learning
The Neuroplastic Brain
Teachers need to create positive social experiences in the
classroom. From a neurobiological perspective, the position of
the teacher is very similar to that of the parent in building the
child’s brain. Optimism, encouragement, and giving someone
the benefit of the doubt have been shown to positively impact
performance, and create a fertile environment for building
self-reliance, problem solving skills and resilience.
Promoting social-emotional learning creates positive social
climates in the classroom, reduces the negative impact of
stress and anxiety and enhancing the brains neuroplastic
development.
.
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Integrating Academics and Social Emotional Learning

SEL and Academics
Academics
In one of the longest and more complete follow-ups that’s
ever been done on SEL programs, research shows a 6
percent improvement in high school graduation rates for
SEL students and an 11 percent improvement in college
attendance and degree attainment. Researchers also
showed monetary benefits for students who have applied
the positive impacts of SEL.
S
ocial-emotional learning programs
have positive long-term effects, helping
students well into their futures in areas
like college completion and sexual and
mental health. Students with SEL
training scored 13 points higher
academically than their peers 3.5 years
later, had 6 percent better high school
graduation rates, and could even reap
lifelong monetary benefits for their
healthy adult lifestyle.
That’s according to
new research from the Collaborative
for Academic, Social, and Emotional
Learning (CASEL), the University of
Illinois at Chicago, and the University
of British Columbia.
“This is marking the shift from SEL as a
program to SEL as critical to education.”
The results from this comprehensive review provide clear and compelling evidence of the
significant positive effect that SEL programs have on children’s academic achievement. SEL
programs not only improve social and emotional outcomes but also improve skills which are vital
for children’s academic performance. Furthermore, learning social and emotional skills is similar
to learning other academic skills in that the effects of initial learning are enhanced over time to
address the increasingly complex situations children face regarding academic achievement,
social relationships, citizenship and health. Taken together these findings highlight the need for
schools to embrace thsocial and emotional learning from an early age in primary schools, and to
adopt a spiral approach that builds on what has been learned as children progress through
primary school into secondary school.
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Integrating Academics and Social Emotional Learning

Our mission here at Verita School is to nurture and enrich the child’s
intellectual, emotional, social and physical growth. Emotional and social
intelligence is as equally important as intellectual intelligence. Our integrated
approach offers skills and values that aid in the development of self-motivation
and the becoming of an independent learner who will be able to succeed in all
of life’s complexities with adaptability, creativity, emotional balance and
critical thinking.
Verita School has selected the National Curriculum of England & Wales as the
core curriculum and educational foundation for our students. Verita
qualifications open doors for students and learners and are a passport to
success. The National English Curricula is recognized by leading universities and
employers around the world as evidence of academic ability. Verita has also
decided to become a member of the Council of British International School –
COBIS which is a representative of the British Government and other
international governing bodies and this verifies quality assurance of Verita
School’s approach, curriculum and overall management.
Verita School views each child as a unique individual and one to be respected
for that uniqueness. Verita offers an environment which allows for the natural
unfolding of the child and builds a foundation for lifelong learning. Through a
carefully prepared environment and curriculum, the child is exposed to a
variety of experiences and materials. Each is designed to nurture the child’s
absorbent mind and foster his total development. Verita provides an
interdisciplinary oriented experience which facilitates independence, selfconfidence,
self-learning and respect. Each classroom and curriculum offers a
unique meshing of learning styles which keeps pace with the individual
educational needs of the child in mind. Verita views the parents as primary
component in the education process. We are committed to working as a
partner with parents in an atmosphere of respect and concern to ensure a
meaningful experience.
“
Modern minds ignited by
passion and curiosity
”