Integrating Social Emotional Learning and

Healthy Relationships Cross-Curricular

to Create Inclusive Environments

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 students• Decrease absenteeism, suspensions, substance abuse,

and bullying• Establishing a positive social environment can benefit

all stakeholders

Healthy Relationships

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.

Positive Social Environment

“…feeling worthy of love and belonging is integral to our willingness to be vulnerable, take risks and make mistakes.” (Brene Brown, 2012)

Emotion Connection

Research describes significant effects of positive social environments

Research to Practice

Research

A 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

• % of students classified as engaged decreased considerably between Grade 7 and Grade 12

• There are large inequalities in engagement outcomes associated with students’ socioeconomic background and First Nations, Metis and Inuit Status

• School vary considerably in their levels of engagement

• Levels of student engagement are related to 5 key items, quality instruction, teacher-student relations, classroom learning climate, student advocacy and, most significantly expectations for success

Why Should we Focus on Healthy Relationships?

Engaging All Students in Healthy Relationships

• This video can be found at • http://

www.wellnessfund.ualberta.ca/en/Videos/Wellness-Fund-Videos.aspx

Social and Emotional Learning Core Competencies

http://www.casel.org/social-and-emotional-learning/core-competencies

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Self Awareness

Self awareness - It starts with us

Ensure we are modelling and acting in ways that promote healthy behaviours and relationships among children and youth.

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Self Management - Adults’ Messaging

Adults impart messages to children and youth through:

• Explicit teaching and advice

• Misusing Power to respond to behaviours

• Through tone, actions, facial expressions, body language

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

Social Awareness

To empathize with the perspective of others from diverse backgrounds and cultures

• Racial & ethnocultural backgrounds

• Sexual orientation

• Special physical, emotional or behavioural needs

• Learning needs

Recognize needs but honour individual and cultural differences, not with deficit or crisis-only characteristics

Focus on creating a sense of belonging in an equitable environment.

Diversity and Inclusivity

To establish and maintain healthy and rewarding relationships with diverse individuals and groups

Relationship Skills

Teach students to consider : • ethical standards• safety concerns• social norms• consequences of various actions• well-being of self and others

Responsible Decision-Making

To make constructive and respectful choices about personal behavior and social interactions

are engaged with Teaching and Learning

operate in aSocial and Physical Environment

are guided and supported by School Policy

interact with different Partnerships and Services

Using a Comprehensive School Health Approach, Educators…

(JCSH, 2008)

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)

Activity Setting Theory - Characteristics

• How funding is allocate assigns status in a school community• What 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?

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?

How you allocate funding assigns status in a school community

Physical Environment Where is the money spent ?What is important?

Symbols – Rules or Relationships?

People - How valued am I?

• Identify a range of roles for students

• Cultivate an environment where students are encouraged to voice their opinion

• Seek student input on how to address learning outcomes

• Re-engage the disengaged by hearing their voice

• Nurture an interest in the physical environment by allowing students to design spaces that foster positive social environments

Student Roles, Student Voice

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)

The relationship between students’ average daily physical activity and academic outcomes

What is Measured:Moderate and intense physical activity

What it Means: When the average hours of physical activity achieved by students increases, academic achievement increases. When physical activity decreases, academic achievement decreases.

The relationships between the percentage of students with positive social engagement and academic outcomes What 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.

The relationship between the percentage of students experiencing depression in schools and academic achievement

What is Measured:Students with moderate or high levels of depression

What it Means:When the percentage of students in school experiencing depression increases, academic achievement decreases. When depression decreases, academic achievement increases.

The relationships between School Context and academic outcomes What is Measured:

Advocacy at school, victims of bullying, feeling of safety at school

What it Means:When a positive school context increases, academic achievement increases. When positive ratings of school context decrease, academic achievement decreases

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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 everyone

Intuitive Senses - Self-Concept

Positive Sense of: BelongingConnectedness FulfillmentBalanceSafety

Negative Sense of: Fear Humiliation FrustrationResentment Isolation

Self-Concept:Positives:Self-esteemSelf-confidenceSelf-worthSelf-regard

Self Concept:Negatives:Self-loathingSelf-disgust Self-revulsionSelf-hatred

NEW EDUCATION ACT

33 (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

Alberta’s Approach

Alberta 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: http://education.alberta.ca/media/697934/behaviour-complete%20for%20posting.pdf

• Physical safety

• Emotional safety

• Clear expectations for behaviour

• Inclusivity: respect for diversity, personal dignity and other perspectives

• Sense of belonging

• Sense of self-worth and confidence

• Equitable opportunity for student voice

• Open, trusting relationships

Characteristics of a Healthy, Caring Environment

www.wellnessfund.ualberta.ca