Professor Michael E Bernard Melbourne Graduate School of Education University of Melbourne 1

Part 1. Context, Research, Core Concepts, Benefits 2

Students Achieving to Potential, Well-Behaved, Emotionally Healthy 3

Students Under-Achieving, Poorly Behaved, Emotionally Unhealthy 4

What Makes the Difference? 5

Social and Emotional Skills and Values! well-adjusted students possess a wide range behaviourally and emotionally challenged students show delays 6

State Health and Physical Education Curriculum Frameworks 7 Education Queensland Focus on Developing Personal and Interpersonal Skills Making Decisions Building and Maintaining Self-esteem Managing Pressure Setting Realistic Goals Coping with Anxiety Communicating Effectively Working Cooperatively and Collaboratively Communicating Assertively Managing Conflict

State Governments of Education Support Social and Emotional Learning (SEL) Initiatives State schools will begin embedding social and emotional learning into their school curriculum in a bid to boost students skills in dealing with stress, self- responsibility and interpersonal relations in todays society. -Ex-Minister of Education (QLD), Rod Welford 8

Component 1: A positive school community Component 3: Parenting education and support Component 2: Social and emotional learning for students Component 4: Early intervention for students experiencing mental health difficulties

Research Shows Relationship of SELs with Achievement (Bloom, 1977) 10

Early Childhood Longitudinal Study (2004) 20,000+ four- and five-year-old children were surveyed by teachers and parents Findings indicated that young childrens Approach to Learning (e.g. persistence, organisation, eagerness to learn, attention) that reflects their level of social- emotional competence predicted achievement in their reading. 11

Early Childhood Longitudinal Study (cont.) Additional findings of interest include: Children from families with economic disadvantage found to demonstrate extreme developmental delays in their social-emotional competence. Girls demonstrate greater degrees of social-emotional competence than boys. Children from different cultural backgrounds showed differences in their social and emotional competence 12

Over 200 Published Research Studies Show SEL Programs Impact Student Outcomes 23% increase in SEL skills 9% improvement in attitudes about self, others, and school 9% improvement in prosocial behaviour 9% reduction in problem behaviours 10% reduction in emotional distress 11% increase in standardised achievement test scores (math and reading) Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for publication). The effects of school-based social and emotional learning: A meta-analytic review.

Many Schools Are Implementing SEL Programs and Are Seeing Positive Benefits Outback, State Schools Urban, Independent Schools 14

What is Social and Emotional Learning? SEL is the process whereby children and adults develop essential social and emotional skills, knowledge, attitudes and values (CASEL, 1997). SEL Self- awareness Social awareness Relationship skills Responsible decision- making Self- management Forming positive relationships, working in teams, dealing effectively with conflict Making ethical, constructive choices about personal and social behaviour Managing emotions and behaviors to achieve ones goals Showing understanding and empathy for others Recognising ones emotions and values as well as ones strengths and limitations

SEL Skills: Emotional 1. Positive Self-Orientation - resilient attitudes (e.g., self-acceptance, tolerance) and skills (e.g., finding someone to talk to, relaxation) needed to regulate emotions and behaviours in tough situations. 16

SEL Skills: Interpersonal 2. Positive Social Orientation skills and values of empathy, respect, responsibility, conflict resolution, friendship making, social confidence and community responsibility needed to form relationships. 17

SEL Skills: Learning 3. Positive Work Orientation skills of work confidence, persistence, organisation, and work cooperation needed to manage school work that is challenging. 18

Which SELs Would You Liked to Have Learned More About in School? Resilience: positive attitudes (e.g., self-acceptance, optimism) and coping skills (e.g., relaxation, finding someone to talk to) Positive Social Orientation: empathy, conflict resolution, friendship-making, respect, tolerance Positive Work Orientation: work confidence, persistence, organisation, getting along skills 19

What is Social and Emotional Learning? SEL is also a process of creating a school community that is caring, supportive, and responsive to students needs (CASEL, 1997) through (Bernard, 2008): 1. Building positive relationships 2. Employing positive discipline skills 3. Involving students in decision-making 4. Providing multiple opportunities for student success 5. Modelling by adults of social and emotional skills and values 20

Social and Emotional Learning A Framework for SEL Programming to Enhance Student Success (CASEL, 2009) Learning Environment SE Skills Instruction Positive Outcomes + =

Enhancing SEL Promotes Success in School (CASEL, 2008) SEL Learning Environment SE Skills Instruction Positive Social Behavior Coordinated School, Family, and Community Support SE Skill Acquisition Improved Attitudes Conduct Problems Emotional Distress Academic Success

Examples of Available Research-Based Social and Emotional Learning Programs The following SEL programs are some of the evidence- based programs that offer professional development available to schools: Aussie Optimism Program You Can Do It! Education Skills for Adolescence Skills for Growing Friendly Schools and Families Program Friends for Life Friends for Children 23

Impact of SELs on Student Mindset 24

Student Essay on Mental Health and SELs 25

Student Essay on Mental Health and SELs 26

An Evaluation of You Can Do It! Education In 2006, two representatives from seven primary schools attended three full-day train-the-trainer sessions conducted by Professor Michael Bernard The participants were trained in You Can Do It! Education including YCDI classroom and school-wide practices Participants conducted professional learning sessions back at their schools Additionally, principals from each school attended a half- day training session 27

An Evaluation of YCDI (cont.) YCDI was implemented at each school during 2006 and 2007 with ongoing professional learning of staff at school The effect of YCDI was determined by comparing the seven YCDI primary schools with seven primary schools that did not use YCDI The non-YCDI schools were matched to a YCDI school by the Victorian Department of Education based on socio- economic ranking 28

An Evaluation of YCDI (cont.) The Student Attitude Survey administered to all Year 5 and 6 students throughout Victoria was used to examine the impact of YCDI Year 5 student responses on the Survey in 2006 were compared with the responses of these same students in 2007 when they were in Year 6 Evaluation Question: Were the improvements in student attitudes from Year 5 to Year 6 different in students attending YCDI and non-YCDI schools? 29

An Evaluation of YCDI (cont.) Type of School Student Well-Being Scales YCDI Non-YCDI Student Morale yes no Student Distress yes no 30

An Evaluation of YCDI! (cont.) Sample Questions I feel positive at school. -higher I feel happy at school. -higher I feel tense. -lower I feel frustrated at school. -lower I feel depressed at school. -lower I feel uneasy at school. -lower 31

An Evaluation of YCDI! (cont.) Type of School Teaching and Learning Scale YCDI Non-YCDI Teacher Effectiveness no no Teacher Empathy no no Stimulating Learning no no School Connectedness yes no Student Motivation no no Learning Confidence yesno 32

An Evaluation of YCDI! (cont.) Sample Questions I like school this year.-higher I look forward to going to school.-higher I am good at my school work.-higher I find it easy to learn new things.-higher 33

An Evaluation of YCDI! (cont.) Type of School Student Relationship Scales YCDI Non-YCDI Connectedness to Peers yes no Classroom Behaviour yes yes Student Safety yes yes 34

An Evaluation of YCDI! Sample Questions I get on really well with most of my classmates.-higher I have been teased in an unpleasant way recently at my school.-lower Students are mean to me at this school.-lower I have been deliberately hit, kicked or threatened by another student recently.-lower It is often hard to listen to the teacher in class, because some students are really disruptive.-lower 35

Part 2. Implementation Practices 36

Best Practices in SEL Implementation Effective implementation of SEL is not an event. It is not something staff members experience briefly until it is over so they can return to business as usual (CASEL, 2008). A series of deliberate, planned steps have been identified that assist schools in supporting school communities in the effective implementation of SEL. The more that SEL is embedded in school culture and the greater the number of those who are singing from the same SEL hymn sheet, the greater the impact of SEL programs. 37

Principles of School Leadership Principle 1. The active involvement of school leadership is necessary for successful implementation of SEL. Principle 2. School leadership is responsible for articulating the importance of SEL to the entire school community and must be vocal in support of SEL with members of school community. Principle 3. School leadership must prepare staff for change, deal with resistance and be supportive throughout implementation. Principle 4. School leadership must apply gentle pressure to ensure all staff are committed to implementing SEL and are over time increasing their SEL teaching skills. Principle 5. School leadership should model the social and emotional competencies teachers should teach and students should learn. 38

SEL Reflection (CASEL, 2008) Think of an outstanding leader you have known. Select someone you have seen in action. Reflect on the qualities this leader possesses. that in your eyes make great leaders. 39

Outstanding School Leaders Study compared 12 outstanding and 8 typical principals. Analyses showed that outstanding principals were distinguished by their self-management skills (emotional self-awareness, adaptability, etc.) & their relationship management skills (empathy, developing others, etc.) --Williams (2003)

Resilient Educational Leaders Smart leaders know that they are models for everybody in the organization. They know that their behavior influences others and work hard at monitoring themselves as they monitor, develop, & encourage others performance. They understand that positive organizational change requires that individuals change. Change requires that everyone develops their social and emotional competencies, including the leader. --Janet Patti (2003) 41

Stages in Effective Implementation of Social and Emotional Learning Stage 1: Buy in and School-Wide Agreement Stage 2: Planning Practices (ongoing) Stage 3: Preliminary Implementation Practices Stage 4: Evaluation Practices (ongoing) Stage 5: School-Wide Implementation and Sustainability Practices 42

Stage 1: Buy In and School-Wide Agreement Principal understands, endorses and advocates for SEL for all students School leadership understands, endorses and advocates for SEL for all students Staff understands and endorses SEL for all students Parents understand and endorse SEL for all students School Council understands and endorses SEL for all students SEL incorporated as an explicit priority area in schools Three- Year Strategic Plan and Annual Operational Plan SEL Planning Group appointed 43

Stage 2: Planning Practices (Ongoing) SEL coordinator(s) appointed SEL Planning Group achieves agreement on specific social and emotional skills for teachers to teach and students to learn SEL Content Standards presented to staff SEL Planning Group conducts Needs Assessment SEL Planning Group reviews different evidence-based SEL programs and selects one (or more) that meets needs of students and staff SEL Planning Group scrutinises and modifies timetable so that regular time for teaching SEL curriculum is identified Settings for initial and ongoing SEL professional learning identified Surveys identified to be used to gather evidence for effectiveness SEL Action Plan Developed 44

Stage 3: Preliminary Implementation of SEL Initial staff training in SEL SEL launch Staff model and communicate SEL skills and values SEL introduced to students (goals, class discussion of meanings of SELs) SEL curriculum taught on a regular basis SEL classroom-wide practices (awards, feedback, images, SEL integrated in school-wide activities Ongoing professional development 45

Stage 4: Evaluation Practices (Ongoing) Staff provide discussion and feedback of practices and student outcomes SEL Planning Group recommend alterations and improvements to SEL implementation 46

Stage 5: School-Wide Implementation and Sustainability Practices Continuous and ongoing staff development of SEL practice Opportunity for staff to strengthen own personal SEL skills Teachers continue to integrate SEL in classroom and across curricula areas Students SEL skills assessed by teachers and reported on school report card Students with challenges provided with more intensive exposure to SELs Parents learn how to support childrens SELs SEL integrated into school excursions Sporting and PE coaches integrate SEL in sporting events Homework clubs, before- and after-school programs support SEL Community kept abreast of progress in SEL and opportunities for community mentoring as well as financial support for SEL identified 47

SEL in Literacy Instruction 48

Beginning of Literacy Lesson Share Literacy Goals of Lesson Say: Before we begin, I want you to know what I am planning to teach in this reading session. These are the goals of the lesson that you are trying to achieve. After I describe the goals of this lesson, I will ask you to say what they are so I am sure you understand the goals. (For example, you can say: Today, you are going to learn different ways you can tell the main ideas that an author is writing about. Can someone tell me what you will be learning I this lesson?) 49

Beginning of Literacy Lesson Develop Positive Mindset of Students Say: Before getting started, it is important that you have a positive attitude towards what you will be learning. For example: Lets make sure everyone has an I can do it rather than an I cant do it attitude to what were doing today (ask students to volunteer what this means). 50

Whole Class Teacher-Led Literacy Activity Describe Behaviours for Learning Say: For you to be successful in this next activity, it is very important for you to know how to be a successful learner. Here is a list of what are called behaviours for learning that will help you to be successful. I want you to practice these behaviours during this activity. For example: reading out loud with a strong voice so that everyone can clearly hear you coming up to the board to write a difficult word or sentence 51

Whole Class Teacher-Led Literacy Activity Describe Positive Self-Talk for Learning Say: The self-talk you have when you are learning to read is very important. For example: If I keep trying I will understand. Its important to ask questions when I dont understand something. Its not the end of the world if someone laughs. Im not stupid, even smart people sometimes find it hard to read. 52

Small Group Literacy Activities Describe Behaviours for Learning Say: As we move into our small groups, you need to know about and practice the behaviours for learning that will help you to be successful when learning in small groups. For example: When you come across a word that is difficult to read, rather than making a wild guess or skipping over it, you could try to sound out the letters. If that doesnt work, you could re-read the whole sentence to see if that helps you understand the word. During the activity if youre not sure what to do next, you ask someone in your group for help. 53

Small Group Literacy Activities Describe Positive Self-Talk for Learning Say: Remember everyone, as youre heading off to your groups, your self- talk can really help you to get the most out of your activity. Heres a reminder of positive self-talk that can really help you to be successful. I can do things that are hard. When I cannot read a word, I should try to sound out the letters or re-read the sentence and then try to read it again. The more I try at this, the smarter I get. 54

Whole Class Reflection: What Weve Learned from Literacy Activities Have Students Reflect on Achievement of Literacy Goals Say: At the end of a lesson, it is important to think about whether or not you achieved the goals of todays reading session I discussed before we began. Could someone say what the goal was of the session and whether they achieved it? 55

Whole Class Reflection: What Weve Learned from Literacy Activities Have Students Reflect on Their Use of Behaviour for Learning Ask the following question: Who can share with us the behaviours for learning that you used in the session (e.g., I was confident, I raised my hand to answer a difficult question, I really tried hard in reading words that were difficult without giving up, I helped others in my group, I managed frustration when I found something hard to understand and I stayed calm.)? 56

Whole Class Reflection: What Weve Learned from Literacy Activities Have Students Reflect on Their Use of Self-Talk for Learning Ask the following questions: Who used positive self-talk during the session to help them be successful? What was the self-talk you used (e.g., The more I try, the more I will learn)? Who can describe some negative self-talk during a reading activity (e.g., I dont understand this. I must be stupid.). 57

Literacy Homework Describe Behaviours for Learning Say: When you begin your literacy homework, it is important to practice behaviours for learning that will help you to be successful. For example: if you start to feel tense or frustrated because the work is hard, keep at it for another five minutes if you get stuck and not know what to do next, take a break and then come back with a fresh mind when you do not understand a word or sentence you have been reading, practice the different reading skills and strategies you have been learning about in class 58

Literacy Homework Describe Positive Self-Talk for Learning Say: The following self-talk can help you to do homework that is hard or is taking a lot of time. Provide examples: The more I try at this, the smarter I get. Helping others helps me learn. Before getting started, its important that I understand what the teacher wants me to do. 59

Closing Remark: The Principle of Collectivity Can one teacher impact the social-emotional well-being and academic achievement of all students in a school? Probably not. However, with all staff and members of the community uniting ("collectivity") to work towards the SEL common purpose, there will be a shift in the culture of the school. With all of us participating in the process of social and emotional learning, the effects of negative and non-supporting home backgrounds, previous negative school experiences, and negative peer group pressure can be minimised. And the human potential of every child MAXIMISED! - Michael E. Bernard 60

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Professor Michael E Bernard Melbourne Graduate School of Education University of Melbourne 1