OMSECE Social & Emotional Learning Focus Area

This course introduces students to the concept and field of social and emotional learning (SEL) in general and also specializes in the early childhood periods of PreK-3. The course has three parts.

First, we define SEL and introduce the field at large. How and why did it get started? How is SEL different from various similar concepts and efforts that have come before it? What societal imperatives and challenges are SEL programs and research responding to?

Next, an introduction to flagship SEL competencies at the various levels of “audience” or targets for SEL efforts is provided: children, teachers, schools/settings, and systems.

The last third of the course dives more deeply into specific initiatives and programs that have been employed in at least part of the PreK-3 range (e.g., emotion training, teacher responsiveness, mindfulness and yoga, character development, civic engagement, etc.), including their aims and what the existing research says about their success and promise.

This course explores the role of family and community engagement (FCE) in social and emotional learning (SEL). Although SEL is more typically thought of as something that happens in classrooms and schools, these ideas and practices are applicable to the important relationships between parents, teachers, and other professionals that span the home-school boundary. Students will develop a critical understanding of FCE concepts, their research base, and practices; recognize the policy environment in which FCE practices exist; reflect on underlying assumptions in common approaches to FCE; consider the role of culturally responsive school climate and “culture” in relation to both FCE and SEL; and articulate a professional rationale for FCE that integrates SEL.

Although social and emotional learning (SEL) and behavior management are not the same thing, the two domains overlap in both perception and reality. Classrooms   with positive climates are not disruption-free. There is often confusion about the differences between SEL and “classroom management,” and a lack of clarity around what outcomes are being targeted in various programs and approaches. This course unites the concepts of SEL and behavior guidance, helping students to understand how the “how-to” of responding to behavior challenges can indeed be consistent with a proactive, universal, and democratic approach to SEL. The course is equally balanced across theory, research, and practical application of behavior guidance strategies. Case studies and/or students’ own work will be used to address the issues.