Question for Ontario Extend Collaborators
Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social and emotional learning (SEL) as:
“… process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” (CASEL, 2021).
Over the years, the application of SEL within school curriculum has shown significant benefits to students, parents, communities, and educators. In the initial stages of SEL, the intention of practices was to enhance academic outcomes, however, significant evidence has shown improvements in areas not considered academic. The areas of improvements have been student’s anxiety, behavior problems, mental health, and substance abuse.
As part of an assessment with myself and group members completing a professional graduate educate degree at Queen’s University, we decided to focus exploring how the removal of SEL support used in face-to-face teaching impacted learning and development of students during the transition to online/hybrid modality. The premise for the transition was driven by many school boards using online/hydrid delivery due to the current global pandemic. At this point, the group and I are at a crossroads of developing next steps in evaluating SEL during the pandemic and what the future should/will look like. We have decided on an interview process with educators to identify impact to students. However, I am reaching out to this AEA365 blog as an avenue to see what potentially other ideas or thoughts you may have to enhance my team and I collaborative inquiry into our question/focus above.
Reference:
Collaborative for Academic, Social, and Emotional Learning (2021). What is SEL? Retrieved from What is SEL? (casel.org)
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