SOCIAL-EMOTIONAL LEARNING

What is Social-Emotional Learning?

Social-Emotional Learning (SEL) is an educational approach that focuses on
developing learners' social and emotional skills, which are crucial for their
overall well-being and success in school and life.

What are the key concepts of Social-Emotional Learning?

The key concepts of SEL are typically organized into five core competencies,
as defined by the Collaborative for Academic, Social, and Emotional Learning
(CASEL):
1. Self-Awareness
 Definition: The ability to accurately recognize one’s emotions,
thoughts, and values and how they influence behavior. This
includes understanding personal strengths and limitations.
 Skills: Emotional awareness, self-confidence, and self-perception.
 Example: A student recognizing when they are feeling anxious
before a test and understanding how it might affect their
performance.
 Reference: CASEL (2020). [What is SEL?](https://casel.org/what-
is-sel/)

2. Self-Management
 Definition: The ability to successfully regulate one’s emotions,
thoughts, and behaviors in different situations. This includes
managing stress, controlling impulses, and motivating oneself.
 Skills: Self-control, stress management, goal-setting, and
organizational skills.
 Example: A student setting a goal to complete homework on
time and managing distractions to achieve it.
 Reference: Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H.
J. (Eds.). (2004). *Building academic success on social and
emotional learning: What does the research say?* Teachers
College Press.

3. Social Awareness
 Definition: The ability to take the perspective of and empathize
with others, including those from diverse backgrounds and
cultures. It also involves understanding social and ethical norms
for behavior.
  Skills: Empathy, perspective-taking, appreciating diversity, and
respect for others.
 Example: A student noticing a classmate who seems upset and
offering to talk or help them.
 Reference: Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., &
Gullotta, T. P. (2015). *Handbook of social and emotional
learning: Research and practice*. Guilford Publications.

4. Relationship Skills
 Definition: The ability to establish and maintain healthy and
rewarding relationships with diverse individuals and groups. This
includes clear communication, active listening, cooperation,
negotiation, and conflict resolution.
 Skills: Communication, teamwork, conflict resolution, and social
engagement.
 Example: A student working effectively with peers on a group
project by sharing ideas and resolving disagreements
respectfully.
 Reference: Weissberg, R. P., & Cascarino, J. (2013). Academic
learning + social-emotional learning = national priority. *Phi
Delta Kappan*, 95(2), 8-13.

5. Responsible Decision-Making
 Definition: The ability to make ethical, constructive choices about
personal and social behavior. This includes considering the well-
being of oneself and others, evaluating consequences, and
reflecting on personal values.
 Skills: Problem-solving, ethical responsibility, evaluating
consequences, and reflective thinking.
 Example: A student deciding not to participate in teasing another
classmate because they understand the harm it can cause.
 Reference: Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R.
P. (2017). Promoting positive youth development through school-
based social and emotional learning interventions: A meta-
analysis of follow-up effects. *Child Development*, 88(4), 1156-
1171.

Additional References:
- CASEL (2020). [What is SEL?](https://casel.org/what-is-sel/)
- Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004).
*Building academic success on social and emotional learning: What does the
research say?* Teachers College Press.

- Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (2015).

*Handbook of social and emotional learning: Research and practice*. Guilford
Publications.

- Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting
positive youth development through school-based social and emotional
learning interventions: A meta-analysis of follow-up effects. *Child
Development*, 88(4), 1156-1171.

These concepts form the foundation of SEL and guide its implementation in
educational settings, helping students develop essential life skills.

What do research say about Social-Emotional Learning?

Research on Social-Emotional Learning (SEL) in the context of teaching and
learning highlights its significant impact on students' academic performance,
behavior, and overall well-being. Here are some key findings:

1. Improved Academic Outcomes

 Higher Academic Performance: Studies have shown that students
who participate in SEL programs often achieve higher grades and
standardized test scores compared to their peers who do not
participate in SEL programs. A meta-analysis by Durlak et al. (2011)
found that students in SEL programs performed better academically,
with an average of 11 percentile points higher than those not in such
programs.
 Increased Engagement: SEL helps create a supportive classroom
environment where students feel safe and valued, leading to
increased engagement in learning and higher academic motivation.

2. Enhanced Social Skills and Relationships

 Better Relationships: SEL fosters skills such as empathy,
communication, and conflict resolution, which are crucial for building
and maintaining positive relationships among peers and teachers.
This, in turn, creates a more collaborative and supportive classroom
atmosphere.
  Reduced Behavioral Problems: By teaching self-regulation, emotional
management, and problem-solving skills, SEL reduces the incidence
of behavioral issues such as aggression, bullying, and classroom
disruptions.

3. Positive Emotional Development

 Emotional Regulation: SEL helps students recognize and manage
their emotions, leading to lower levels of stress and anxiety. This
emotional competence is linked to better coping strategies and
resilience in facing challenges.
 Increased Self-Esteem and Confidence: Through SEL, students
develop a stronger sense of self-awareness and self-worth, which
contributes to their confidence in academic and social situations.

4. Long-Term Benefits
 Lifelong Skills: SEL not only benefits students during their school
years but also equips them with essential life skills that are valuable
in adulthood. Skills like empathy, teamwork, and responsible
decision-making are crucial in personal and professional life.
 Positive Societal Impact: SEL contributes to the development of
responsible, caring, and socially aware individuals who are better
prepared to contribute positively to society.

5. Cultural Relevance and Adaptation

 Context-Specific Implementation: Research emphasizes the
importance of adapting SEL programs to fit the cultural context and
needs of the student population. In the Philippine context, for
example, integrating values like “pakikipagkapwa” (shared
humanity) and “bayanihan” (community spirit) can make SEL more
meaningful and relevant.
 Inclusive Education: SEL also supports inclusive education by
addressing diverse students' emotional and social needs, fostering
an environment where all students feel respected and included.

Conclusion:
Research strongly supports the integration of SEL in teaching and learning as
it positively influences academic success, emotional well-being, social
relationships, and long-term life outcomes. By incorporating SEL, educators
can help students develop into well-rounded individuals who are not only
academically capable but also emotionally intelligent and socially
responsible.
SAMPLE ACTIVITY OF A LESSON IN GRADE ONE MATHEMATICS
INTEGRATING SOCIAL-EMOTIONAL LEARNING

Lesson Title: Counting with Kindness

Subject: Grade 1 Mathematics with Integrated Social-Emotional Learning

(SEL)

Duration: 40 minutes

Objectives:
1. Mathematics: Learners will practice counting numbers 1-10.
2. Social-Emotional Learning: Learners will learn about kindness and
empathy by sharing and helping others.

Materials:
manila paper or a whiteboard, markers or chalk, small objects for counting
(e.g., pebbles, bottle caps, small toys), A “Kindness Basket” filled with paper
hearts or small cards

Activity Procedure:
1. Introduction (5 minutes):
 Begin by discussing what kindness means. Ask the learners to share
a time when they were kind to someone or when someone was kind
to them.
 Explain that today they will practice counting, and also practice
being kind and helping each other.

2. Counting Activity (13 minutes):

 Place the learners in small groups. Give each group a set of small
objects for counting.
 Instruct them to count the objects together as a team, helping each
other to ensure the count is accurate.
 After they’ve counted, ask each group to share their results with the
class. Write the numbers on the board.

3. Kindness Basket Activity (12 minutes):

  After the counting activity, bring out the "Kindness Basket" filled with
paper hearts or cards. Explain that each card has a simple act of
kindness written on it.
 Examples of acts might be:
 “Help a classmate pick up their books.”
 “Give someone a compliment.”
 “Draw a picture for a friend.”
 Ask each learner to pick a card from the basket and perform the act
of kindness during the day. Encourage them to share how it made
them feel.

4. Reflection and Sharing (8 minutes):

 Gather the learners and ask them to sit in a circle.
 Discuss the counting activity and ask them how it felt to help each
other count.
 Then, ask how it felt to perform the act of kindness from the
Kindness Basket.
 Reinforce that just like counting helps us in math, kindness helps us
build strong relationships and makes our classroom a better place.

Conclusion (2 minutes):
End the lesson by reminding the learners that being good at math is
important, but being kind and helping others is just as important. Encourage
them to continue practicing both at home and in school.

Assessment:
 Observe the learners during the counting activity to ensure they are
participating and helping one-another.
 Check for understanding during the reflection discussion.
 Encourage learners to share their kindness stories with their parents
or guardians, promoting SEL at home as well.

Integration with Philippine Context:

 Relate acts of kindness to cultural values in the Philippines, such as
“bayanihan” (community spirit) and “pakikipagkapwa” (a sense of
shared humanity).
 Use local, familiar objects for counting that reflect the learners'
environment.
Prepared by:

JAIME P. RUELAN EdD

CID Chief