Thursday, June 6, 2019

Social Emotional Learning matters. . .to everyone

I didn't grow up with FOMO--the fear of missing out--and many of the other challenges today's kids experience so it can be easy for me to dismiss legitimate SEL concerns. After reading this article about social emotional learning, I realize that it can also be easy for education to adopt a new concept or issue and ask teachers to add it to whatever else they're doing, that we don't always train folks to understand why something is important, and HOW and WHEN to make use of any training.

When I think about the stressors of growing up and how those can be exacerbated by social media, it's no wonder "7 in 10 teens think anxiety and depression are major problems for their peers." Some will say the easiest solution is take away students' phones and to limit their time on social media. I suspect that would just be FOMO amplified. Of course, kids aren't the only ones influenced by FOMO as adults can fall victim to it as well.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has been doing this work of SEL education for over two decades, so the concept really isn't new. I think it's become a thing because there is finally recognition that students need to be taught how to manage themselves.

The SEL wheel is informative and the explanations for each of those pie segments might be enlightening.

I hear teachers remind students to "make good choices." They say that repeatedly throughout the school day. Yes, responsible decision-making is important, but what if kids really don't know how to make good decisions? What if they have limited self-awareness or self-management? What if they don't have much experience with social awareness because of their age or their own family background? What if they're still working on those relationship skills?

I get to work with teachers at all grade levels and I have mountains of respect for kinder and 1st grade teachers because a lot of what they do is related to these SEL core competencies in addition to teaching them other stuff like, IDK, how to read, how to blow their noses, how to write, how to count--that list goes on and on.

Somehow we stop being overt in teaching or coaching these core competencies as students get older. We tend to assume (always dangerous) that students have some proficiency, even mastery, of these SEL core competencies by the time they're in upper elementary and certainly when they're in middle and high school. And yet, student behavior tells us that is simply not the case.

High school teachers are often flummoxed because this SEL stuff is not what they expect to have to do. Some middle school teachers seem less perplexed because they are champions at working with kids who are going through multiples of changes--physical, emotional, hormonal. (If you have not thanked or honored a middle school teacher recently, it's way past time.)

If anything, I think FOMO amplifies these SEL concerns for middle and high school students. All that self-management, self-awareness, social awareness, relationship skills, and responsible decision-making is likely in tatters by the time they hit middle school and then shredded again in high school, especially for freshmen.

So I think it's imperative that we are mindful that there are stages of SEL, compounded by FOMO, and often exacerbated by whatever is or is not happening at home. Helicopter or snow shovel parents? Complex adult/guardian relationships? Absence of regular adult/guardian positive influences?

This is all a big ask for teachers. The expectations for educators are immense and there is no sign of that letting up with increasing demands and concerns from a wide range of sources. But educators can't be expected to just "do" SEL; they have to be trained and, in fact, they often need a little SEL for themselves.

I suspect we make it a lot harder than it really needs to be with fancy programs and PD that, in theory, help teachers embed SEL. I'm not saying PD or training isn't necessary, but I do think that those who are making decisions about professional learning and expectations for SEL as well as trauma-informed teaching and learning (a whole different area that needs to be included and not treated as its own one-off) need to think holistically about what they would like to see happening in their schools and their classrooms, and they need to do so with teacher input as well as parental input.

This isn't just an education concern so kids behave in classrooms and do well on their tests. This is a community well-being and growth concern, and matters--or should matter--to everyone.

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