Social Emotional Learning


How can we design learning settings so that all students thrive?

Pamela Cantor, M.D., Linda Darling-Hammond, Merita Irby, and Karen Pittman Education has long been central to the promise of the United States of America. But our current education system has never been designed to promote the equitable opportunities or outcomes that our children and families deserve, and that our democracy, society and economy need. Our system was designed for a different world — to support mass education preparing students for their presumed “places in life.” That world believ
— Read on www.soldalliance.org/

CDC Parent Survey Shows Remote Learning Emotional Health Risks

In a probability-based survey of parents of children aged 5–12 years, 45.7% reported that their children received virtual instruction only, 30.9% in-person only, and 23.4% combined virtual and in-person instruction. Findings suggest that virtual instruction might present more risks than does in-person instruction related to child and parental mental and emotional health and some health-supporting behaviors.

Full report:

Association of Children’s Mode of School Instruction with Child and Parent Experiences and Well-Being During the COVID-19 Pandemic — COVID Experiences Survey, United States, October 8–November 13, 2020

Continuous Improvement of SEL Implementation in the Washoe County School District: Deeply Embedding Continuous Improvement Into District Systems and Structures – AWG

Continuous Improvement of SEL Implementation in the Washoe County School District: Deeply Embedding Continuous Improvement Into District Systems and Structures – AWG
— Read on measuringsel.casel.org/continuous-improvement-of-sel-implementation-in-the-washoe-county-school-district-deeply-embedding-continuous-improvement-into-district-systems-and-structures/

Pandemic – Learning Side Effects

1 in 5 teachers in USA Today poll say they may not return to school in the fall!

Click the image above to read the article.

This pandemic gives public education a multi-dimensional wake-up call.

A major rethink, redesign, and massive implementation is needed.

How we can better use our network of real estate, buildings, administration, teachers and staff, learning content, and communication capabilities to support preK-12 and lifelong learning in today’s world?

> Schedule appropriate to the physical, emotional, economic needs of learners,
relevant to our times.

> Respect teachers in status, compensation, working conditions, professional regard and authority.

> Enable authentic learning work rather than make work.

> Assess progress as learning work happens, rather than interrupting learning for “tests” that waste the time available for learning ,respect and elevate teachers.

> Implement innovations to make learning more personal, effective, engaging, and timely.