Presentation on theme: "Integrating Social Emotional Learning and Healthy Relationships Cross-Curricular to Create Inclusive Environments."— Presentation transcript:
1 Integrating Social Emotional Learning and Healthy Relationships Cross-Curricular to Create Inclusive Environments
2 Healthy Relationships A growing body of studies find that a positive social environment increases students’ academic outcomes. (Zin et al, 2011)Positive Relationships between teachers and students and among students:Increase the psychological well-being of studentsDecrease absenteeism, suspensions, substance abuse, and bullyingEstablishing a positive social environment can benefit all stakeholders.
3 Positive Social Environment The social environment of a school reflects the quality and character of school life (National School Climate Center, 2014).It consists of norms, goals, values, teaching and learning practices, health and wellness, and organizational structures.The social environment is shaped by the relationships between and among students, staff, parents and the community.A positive school environment exists when all stakeholders feel welcome, connected, valued, safe and accepted.
4 Emotion Connection“…feeling worthy of love and belonging is integral to our willingness to be vulnerable, take risks and make mistakes.” (Brene Brown, 2012)Help students develop self-esteem
5 Research to PracticeResearch describes signiﬁcant eﬀects of positive social environmentsResearchA variety of studies have shown that social-emotional learnings have led to increased academic performance(Zins et al. 2011)Practice• Mental wellbeing and healthy relationships are the responsibility of all teachers and staff• Ensure each child is connected to a signiﬁcant adult• Develop positive transition experiences• Encourage student voice• Establish peer support teams
6 Why Should we Focus on Healthy Relationships? % of students classified as engaged decreased considerably between Grade 7 and Grade 12There are large inequalities in engagement outcomes associated with students’ socioeconomic background and First Nations, Metis and Inuit StatusSchool vary considerably in their levels of engagementLevels of student engagement are related to 5 key items, quality instruction, teacher-student relations, classroom learning climate, student advocacy and, most significantly expectations for successStudent leadership and engagement – relationships between teachers and students and students and students
7 Engaging All Students in Healthy Relationships This video can be found at
8 Social and Emotional Learning Core Competencies Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations.Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
9 Self AwarenessSelf awareness - It starts with us Ensure we are modelling and acting in ways that promote healthy behaviours and relationships among children and youth.Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.Role modelling, what we eat, activity and how we interact with students & staff
10 Self Management - Adults’ Messaging Adults impart messages to children and youth through:Explicit teaching and adviceMisusing Power to respond to behavioursThrough tone, actions, facial expressions, body languageSelf-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations.E.g. – welcoming classroom environment
11 Social Awareness To empathize with the perspective of others from diverse backgrounds and cultures To take the perspective of and empathize with others from diverse backgrounds and cultures,To understand social and ethical norms for behavior, andTo recognize family, school, and community resources and supportsSocial awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports
12 Diversity and Inclusivity Racial & ethnocultural backgroundsSexual orientationSpecial physical, emotional or behavioural needsLearning needsRecognize needs but honour individual and cultural differences, not with deficit or crisis-only characteristicsFocus on creating a sense of belonging in an equitable environment.
13 Relationship SkillsTo establish and maintain healthy and rewarding relationships with diverse individuals and groupsRelationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.
14 Responsible Decision-Making To make constructive and respectful choices about personal behavior and social interactionsTeach students to consider :ethical standardssafety concernssocial normsconsequences of various actionswell-being of self and othersResponsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
15 Using a Comprehensive School Health Approach, Educators… operate in aSocial and Physical Environmentare engaged withTeaching and Learninginteract with different Partnerships and Servicesare guided and supported by School Policy(JCSH, 2008)
16 Activity Setting Theory “To understand a particular community, it is necessary to know the characteristics of its activity setting…important characteristics of activity setting include people, positions, the physical environment, time, funds and symbols.(O’Donnell, & Tharpe, 1990; Wilson & Morren 1990)The lens we are going to use to view the school environment is Activity Setting Theory. This is a generic approach to community intervention - looking at contextualised human activityUseful to identify, observe and understand the patterns of activity and the use of resources – so basically, what is valued?
17 Activity Setting Theory - Characteristics How funding is allocate assigns status in a school communityWhat is timetabled is valued (Health, CALM, DPA, etc)What or who is valuable in your school? (People, PD, Resources)What roles do teachers/staff have?What roles do you create for students or do they find their own?What symbols are most visible in your school – and what messages do they convey?These are the main characteristics of AST which considers how we assign value to our communityWe need to be more purposeful when considering these areas n our school communities
18 The Characteristics Funds - how is funding allocated People- do students have roles?Positions –what responsibilities are afforded to teachers?Physical Environment – where and what is important?Time - what is timetabled?Symbols – what symbols are most visible?Effectively these are the 6 areas of AST we are going to take time to look at, but first let’s look in more detail at some of the characteristics to know what questions we should be asking of our own environments
19 How you allocate funding assigns status in a school community Physical Environment Where is the money spent ? What is important?We have a cross-section of stakeholders in this room – try to consider each environment from the perspective of different stakeholders.As a teacher, student, parent, trustee – what do you think is valued in this school?
20 Symbols – Rules or Relationships? How welcoming is the environment to everyone?How is a sense of belonging fostered? Do the symbols create a sense of connectedness?Do the rules tell us what is valued and do they build relationships between people and with the physical environment?The language we use either builds relationships or erects barriers
21 People - How valued am I?What roles and responsibilities are afforded to teachers and staff– curriculum lead, health lead, PLC member?Does my subject matter? Is my subject timetabled? How much of a budget do I get to spend?Is workload fairly distributed, do I matter and how does the school hear my voice?Again, do I feel a sense of connectedness? Is the physical environment I work in appropriate and equitable?
22 Student Roles, Student Voice Identify a range of roles for studentsCultivate an environment where students are encouraged to voice their opinionSeek student input on how to address learning outcomesRe-engage the disengaged by hearing their voiceNurture an interest in the physical environment by allowing students to design spaces that foster positive social environmentsDo we purposefully find roles for all students? Not just teams or committees, but how do we assist all student in feeling a sense of worth and connectedness.OR they will find their own!
23 Activity Setting Theory “The important variables in activity settings are relationships because the hear of an activity setting is human interaction.”(O’Donnell & Tharp, 1990)We work in an environment that is fundamentally about relationships – those variables are the responsibility of everyone, though as the power holders in the school environment, we, as adults have a responsibility to model and promote positive relationshipsBut even for adults, relationships become more positive when we are valued and creates a sense of connectedness in the whole school environment
24 The relationship between students’ average daily physical activity and academic outcomes What is Measured:Moderate and intense physical activityWhat it Means:When the average hours of physical activity achieved by students increases, academic achievement increases. When physical activity decreases, academic achievement decreases.
25 The relationships between the percentage of students with positive social engagement and academic outcomesWhat is Measured:Student participation in clubs and sports, sense of belonging with peers, positive relationships with friends.What it Means:When positive social engagement increases, academic achievement increases. When positive social engagement decreases, academic achievement decreases.
26 The relationship between the percentage of students experiencing depression in schools and academic achievementWhat is Measured:Students with moderate or high levels of depressionWhat it Means:When the percentage of students in school experiencing depression increases, academic achievement decreases. When depression decreases, academic achievement increases.
27 The relationships between School Context and academic outcomes What is Measured:Advocacy at school, victims of bullying, feeling of safety at schoolWhat it Means:When a positive school context increases, academic achievement increases. When positive ratings of school context decrease, academic achievement decreases
28 Individuals Need to be Connected to a Group Dynamic We all have the need to be included:The experience of being socially excluded is physiologically the same as experiencing physical pain.Respect and inclusion for everyoneExample – post-its are all students connected to a significant adult in your school?
29 Intuitive Senses - Self-Concept Positive Sense of: Belonging Connectedness Fulfillment Balance SafetySelf-Concept:Positives:Self-esteemSelf-confidenceSelf-worthSelf-regardSelf Concept:Negatives:Self-loathingSelf-disgustSelf-revulsionSelf-hatredNegative Sense of:FearHumiliationFrustrationResentmentIsolation
30 NEW EDUCATION ACT33 (d) ensure that each student enrolled in a school operated by the board and each staff member employed by the board is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging
31 Alberta’s ApproachAlberta Education states: “A school-wide approach to positive behavior effectively promotes a safe, orderly and predictable environment for learning and teaching. This approach has significant effects within the school community: it creates a positive school culture that students, parents and staff perceive as safe and caring.” Source: Supporting Positive Behaviour in Alberta Schools: A school-wide approach, 2008 Online:
32 Characteristics of a Healthy, Caring Environment Physical safetyEmotional safetyClear expectations for behaviourInclusivity: respect for diversity, personal dignity and other perspectivesSense of belongingSense of self-worth and confidenceEquitable opportunity for student voiceOpen, trusting relationships