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Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.

Learn more: CASEL Guide to Schoolwide SEL – Community Partnerships

Families & Caregivers. When schools and families form authentic partnerships, they build strong connections that reinforce students’ social and emotional development. Families and caregivers are children’s first teachers and bring deep expertise about their development, experiences, culture, and learning needs.

Evidence-based SEL programmes are more effective when they extend into the home. Schools should use inclusive decision-making and ongoing two-way communication so families can help shape and sustain students’ social and emotional development.

Schools. Integrating SEL schoolwide requires ongoing planning, implementation, evaluation, and continuous improvement by the whole school community. SEL contributes to a climate where students and adults feel respected, supported, and engaged.

A strong culture is rooted in students’ sense of belonging. Coordinated SEL practices can infuse positive social, emotional, and academic outcomes throughout the educational experience.

Classrooms. Social and emotional competence can be enhanced through explicit instruction, cooperative and project-based learning, and integration of SEL into the academic curriculum.

High-quality SEL instruction follows SAFE: Sequenced, Active, Focused, and Explicit. It works best in nurturing, safe environments with positive relationships between young people and adults.

Self-awareness is the ability to understand one’s own emotions, thoughts, and values and how they influence behaviour.

• Identifying emotions and personal strengths
• Linking feelings, values, and thoughts
• Demonstrating honesty and integrity
• Developing self-efficacy, confidence, and purpose

Self-management is the ability to manage emotions, thoughts, and behaviours effectively and work towards goals.

• Managing emotions and stress
• Exhibiting self-discipline and motivation
• Setting personal and collective goals
• Using planning and organisational skills

Social awareness is the ability to understand and empathise with others, including people from diverse backgrounds, cultures, and contexts.

• Taking others’ perspectives
• Recognising strengths in others
• Demonstrating empathy and compassion
• Understanding social norms and available support

Relationship skills help people establish and maintain healthy, supportive relationships and navigate diverse groups.

• Communicating clearly and listening actively
• Working collaboratively and resolving conflict
• Showing leadership
• Seeking or offering help when needed

Responsible decision-making is the ability to make caring and constructive choices about personal behaviour and social interactions.

• Analysing information and facts
• Identifying solutions and consequences
• Considering ethics and safety
• Reflecting on personal and community wellbeing

Social and emotional learning (SEL) is an integral part of education and human development. It helps young people and adults develop healthy identities, manage emotions, achieve goals, show empathy, maintain supportive relationships, and make responsible decisions.

SEL advances equity and excellence through school–family–community partnerships, trusting relationships, meaningful learning, and ongoing evaluation.