School years are formative for young minds, and creating a supportive learning environment can significantly affect people’s lives. Social-emotional learning (SEL) is an initiative that focuses on the emotional well-being of students and urges educators to pay attention to young people’s emotions, problems, and feedback. SEL also changes the way students work through their feelings and how they deal with conflict. Thus, a schoolwide and communitywide SEL initiative can lead to great changes.
SEL implementation in a school influences the majority of activities and policies. As Zakrzewski (2017) noted, student discipline is one of the affected areas. It is apparent that SEL challenges punitive policies and calls for a change in how educators approach student behavior and wrongdoings. Communication, conflict resolution, and problem-solving become the principal elements of discipline. According to the real-life example provided by Zakrzewski (2017), if a student does something wrong, they are encouraged to think about the reasons behind their actions as well as the potential solutions to the issue. It is possible that the school policy can change, removing or changing such actions as detention and suspension. In contrast, SEL may assist schools in concentrating on working with students to find solutions that help them continue studying. The focus on a supportive environment is a factor in engaging students in the problem-solving process.
Facilitating a schoolwide initiative asks leaders and administrators to contribute their skills and knowledge. Stefanovic et al. (2021) argue that SEL is necessary not only for students but also for teachers and school leadership. Thus, the top levels of management should support change by implementing it on all levels and engaging professionals in activities similar to those performed by children. It is vital to understand the role of SEL in education, and using these tools for personal emotional growth can help the management understand the program on a deeper level. Furthermore, when implementing SEL, the administration has to be consistent in following the established policies to make sure that all children are treated equally. The program should not be seen as the ultimate solution for all problems but as a necessary part of education and development (Gimbert et al., 2021). Finally, open communication about the progress of the implementation in the form of meetings and publications can help the school to keep the process transparent.
Supporting a broader SEL initiative requires the support of parents and guardians. To ensure that the lessons taught in schools are further developed at home, the school administration can invite parents/guardians to learn about SEL activities. Educating families about ways to practice emotional learning and conflict resolution invites them to continue student development outside of school. An example of parents following the child’s suggestion to resolve a problem provided by Zakrzewski (2017) demonstrates how family members can support the use of SEL in a home setting. The school may encourage parents to practice the same exercises at home, including mindfulness, meetings, open dialogue, and others.
In conclusion, SEL implementation requires teachers, administrators, and families to work together to create a comprehensive system for students’ emotional development. SEL can change the way in which schools discipline young people, focusing on problem-solving and building on strengths rather than weaknesses. The management may also benefit from SEL exercises and activities to better understand the initiative’s value. Schools should maintain transparent communication about using SEL to foster support for the program. Parents and guardians must also be included for students to use the learned behaviors and techniques at home.
References
Gimbert, B. G., Miller, D., Herman, E., Breedlove, M., & Molina, C. E. (2021). Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, 19427751211014920. Web.
Stefanovic, M., Reyes-Guerra, D., & Zorovich-Godek, D. (2021). SEL starts at the top. The Learning Professional, 42(1), 58-62.
Zakrzewski, V. (2017). Making SEL the DNA of a school. Greater Good Magazine. Web.