Social-Emotional Learning Best Practices

PBIS

PBIS

Tier 3: Select

From zero-tolerance policyto restorative practice

Not punishment-oriented

Tier 2-Some

Tier 1-AllPrevention

Intervene before unwanted behaviors escalate

Positive school climate initiatives (antibullying, mental health clubs)

School-wide good behaviour recognition programs

Establish classroom expectations for routines and behaviours

Effective instruction and classroom management

Clear, immediate and consistent consequences for problems

Clear, immediate and consistent consequences for problems

Firm and fair corrective discipline

Firm and fair corrective discipline

Not punishment oriented

detention/suspension/expulsion

only removes student from environmentno consideration of student

Instead: Restorative(relationships, environment)

talking circles

peer juries

actions: listen, understand, respond

aims: respect, accountability, healing

Everyday practices

When reading, discuss how characters might feel

When reading, discuss how characters might feel

Assign students role, task, responsibility to build self-worth/efficacy

Assign students role, task, responsibility to build self-worth/efficacy

Teach growth mindset: Respond positively to mistakes/failures

Teach growth mindset: Respond positively to mistakes/failures

Teach mindfulness exercises

Teach mindfulness exercises

breathing

Attune to 5 senses

Normalize/routinize journaling

Normalize/routinize journaling

SE Learning Circles

SE Learning Circles

a
SE Check-Ins

SE Check-Ins

Teacher self-care

a

Rejuvenate and Refresh

Trauma

a

Examples

Acute trauma(maybe easier to identify)

accident

medical procedure

victim of crime

Chronic trauma

domestic violence

Complex trauma(multiple, ongoing events)

abuse, neglect

living with alcoholism, substance abuse

financial, food, housing insecurities

Affects

hypersensitive to stimuli(light, sound, event)

Academic performance:difficulties with language, communication, info processing

Regulate emotions: difficulty expressing/managing emotions, over-respond

Relationships: unhealthy attachments, hard to form bonds

Teacher mindset

Continuous learning about trauma

From "bad student"to "behaviours trying to soothe emotional dysregulation"

From "What is wrong with this child?"to "What has happened to this child?"

Guiding Principles

Safety

from students' perspective

Trust

not keeping secrets, not withholding info

Between all stakeholders

Peer support

create chances for deep mutual connection

Collaboration

Empower others

Sensitive to cultural, historical, etc. issues