SEL is essential to building a thriving school community for all.
In today’s educational landscape, academic achievement is only one piece of the puzzle. Schools that foster a culture of social and emotional well-being create environments where students, educators, and administrators alike can thrive. When Social and Emotional Learning (SEL) is interwoven into the fabric of a school community—not just as an initiative but as a cultural foundation—it strengthens every aspect of the educational experience. For high-level administrators, integrating SEL into policies, procedures, and traditions is not just beneficial—it’s essential.
SEL: A System-Wide Approach
SEL isn’t just about students; it extends to all members of the school community, including superintendents, school principals, teachers, staff, and families. The well-being of each individual is interconnected, influencing school climate, academic outcomes, and workplace satisfaction. When leaders prioritize SEL at every level, they cultivate a system where emotional intelligence, resilience, and well-being flourish.
SUPERINTENDENTS & SYSTEM LEADERS: LEADING BY EXAMPLE
Superintendents and system leaders set the tone for SEL integration. When they model emotional intelligence, active listening, and well-being in leadership practices, they create a trickle-down effect that influences school culture. System-wide SEL policies can include:
- Embedding SEL competencies into professional learning for school leaders.
- Prioritizing mental health supports for educators and staff.
- Allocating funding for SEL curriculum and resources.
- Establishing system-wide wellness initiatives for students and staff.
SCHOOL PRINCIPALS & ADMINISTRATORS: CULTIVATING A SUPPORTIVE CULTURE
School principals and administrators are key players in ensuring that SEL is not just an add-on, but an integral part of school operations. SEL should be reflected in:
- Policies & Procedures: Embedding SEL into hiring, evaluation, and professional growth plans for staff.
- School Traditions & Routines: Celebrating acts of kindness, emotional resilience, and teamwork through assemblies, newsletters, and recognition programs.
- Leadership Practices: Prioritizing well-being check-ins with staff and fostering an open-door policy for emotional support.
- Crisis Management: Implementing trauma-informed approaches that support both students and educators in times of crisis.
TEACHERS: THE HEART OF SEL IN ACTION
Educators are at the forefront of SEL implementation, but their well-being must also be a priority. Teachers cannot effectively support students’ emotional needs if they are experiencing burnout or stress. Administrators can support teachers by:
- Encouraging SEL-focused professional learning that includes self-care strategies.
- Creating spaces for peer support and reflection.
- Embedding mindfulness, emotional check-ins, and stress reduction techniques into staff meetings.
- Recognizing and valuing emotional labor, ensuring educators have access to mental health resources.
STUDENTS: CENTERING SEL IN THE CLASSROOM
When SEL is prioritized in classroom practices, students develop self-awareness, emotional regulation, and interpersonal skills that extend beyond the school walls. Schools can integrate SEL by:
- Embedding SEL competencies into academic instruction.
- Encouraging student voice through advisory groups or leadership councils.
- Providing structured opportunities for conflict resolution and restorative practices.
- Creating safe, inclusive spaces where students feel valued and heard.
FAMILIES: STRENGTHENING THE SCHOOL-HOME CONNECTION
SEL does not stop at the school doors; it extends into students’ homes and communities. Schools can empower families by:
- Hosting SEL-focused family workshops and resources.
- Providing clear communication about SEL goals and strategies used in the classroom.
- Encouraging parents and caregivers to practice SEL skills at home.
- Creating partnerships with community organizations that support family well-being.
The Power of Interconnectedness
A truly successful SEL initiative recognizes that well-being is a shared responsibility. The well-being of a teacher affects their students, the resilience of a school principal influences their staff, and the emotional support available to families enhances student success. Schools that foster interconnected SEL practices create environments where every member of the community—students, educators, leaders, and families—feels supported and valued.
By making SEL an embedded, systemic practice rather than an isolated initiative, administrators can transform schools into places where learning, growth, and well-being go hand in hand. It’s time to build a school culture where social and emotional learning is not just taught but lived every day.
WANT TO LEARN ABOUT SOCIAL & EMOTIONAL LEARNING?
Join ADAC Answers Live: Collaborative Conversations for School Leaders on March 5, 2025 at 4pm EST (1pm PST). Dahyana Schlosser and Dr. Chris Cipriano will provide additional insights and answer your questions.
About the Author:
Dahyana Schlosser is a psychiatric nurse practitioner with over a decade of experience in the mental health field providing services for individuals and families. Serving as a Catholic school mental health consultant and partnering with public schools to design and implement social and emotional learning infrastructure, she is the co-founder of Therapy to You, the mission of which is to help students with social and emotional challenges. Dahyana holds a bachelor’s degree from Boston College, a bachelor’s degree in nursing from the Massachusetts General Hospital Institute of Health Professions, and a master’s degree from Cambridge College.
