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June 2006
Trouble viewing this newsletter? Click here to open in your web browser (http://www.casel.org/listservs/enewsletters/e-news-june06.htm). In
This Issue: Focus on SEL, Diversity, and Cultural Competence Letter from CASEL’s Executive Director
Resources: Places to find terrific teaching materials, resources and websites that address cultural competency, diversity, tolerance, sexual orientation guidelines, minority studies, evidence-based programs, and more.
Data on Diversity: Reports that provide data about demographics, health care for diverse students, and trends in communication with diverse families
Other
News and Data You Can Use:
Reports on child well-being, evidence-based programs, and the new
GLEF e-newsletters.
This
e-newsletter is intended to keep you up-to-date on some of the
latest SEL research and best practices. The FCASEL (“Friends of
CASEL”) listserv manages subscriber information. To subscribe or
unsubscribe, go to: http://www.casel.org/listservs/index.php
or send an e-mail to Cynthia Coleman at colemanc@uic.edu
with “subscribe FCASEL” or “unsubscribe FCASEL” in the
subject line.
At CASEL we believe that children have universal developmental needs and that all children can benefit from social and emotional learning in the five core areas of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. However, how those needs and skills are expressed may vary dramatically from one culture to the next. The increasingly diverse makeup of students in this country (latest census data indicate that 45% of children under five are minorities) demands that teachers attend to these differences. Rotheram-Borus and Tsemberis (1989) made this point years ago, when they noted at least four areas addressed by SEL programs where ethnic groups can differ:
These
differences in cultural assumptions between SEL interventions and
the students they target can yield unintended negative consequences;
appropriate adaptation is the key. When students’ diverse cultures
and perspectives are taken into account, SEL programming can
facilitate effective relationships and optimize learning for all
students. In
this issue of CASEL Connections, we share research,
practices, and resources that will help you increase your awareness
in this area and the cultural competence of everyone in your
school—adults and children alike.
As Gerry Tirozzi, Executive
Director of the National Association of Secondary School Principals
(NASSP), wrote to us after our last issue on adolescence,
“In many schools where diversity and income are widely
divergent, establishing commonalities in student and staff social
and emotional learning forms a common knowledge base upon which to
move forward and learn together.” In
closing, let me share wisdom on this topic from conversations with
two CASEL leaders, Linda Lantieri, educator and founder of the
Resolving Conflict Creatively Program, and Janice Jackson, Boston
College professor of education and former senior administrator in
the Milwaukee, San Diego, and Boston Public Schools. From Linda: SEL
programs have evolved by and large through a Eurocentric lens at
both the research and program development levels, but the five SEL
competencies might be expressed differently in different cultural
contexts. For example, some African Americans may hesitate to use
I-messages because of their cultural upbringing. In terms of
classroom management, a teacher who is perceived to behave in a less
authoritative way (by offering choices, for instance) may be
ineffective with a class of students who expect a more directive
approach due to their cultural upbringing. The challenge today is
for teachers to be aware of their own cultural leanings and how they
fit—or don’t fit—with their students’ cultural beliefs and
behaviors. From
Janice: Different
ethnic/cultural groups sometimes respond to social situations in
different ways. A common situation involves fighting. Kids who are
told not to fight back by people at school sometimes get a different
message at home. There are generational and socioeconomic
differences on this issue as well. It is important that kids are
taught consistently and that teachers know students’ families and
family context. At the same time, you can’t assume that
someone’s cultural background overrides his or her individuality. As
teachers we need to be prepared to reach all students: It is not a
choice who we teach. SEL is all about understanding self and others.
We need to put our own identities on the table. By doing so we open
the door to understanding. Mary
Utne O’Brien P.S.
Your overwhelmingly positive responses to the GLEF question about
the value of SEL prompted a special article in Edutopia
(http://www.edutopia.org/community/spiralnotebook/?p=41).
And now, GLEF has added a weekly online newsletter devoted to SEL!
Check it out at http://email.e-mailnetworks.com/ct/ct.php?t=1304900&c=726881809&m=m&type=3. REFERENCE
CITED: Rotheram-Borus, M.J. & Tsembaris, S. J. (1989).
Social competency training programs in ethnically diverse
communities. In L. bond & C. Swift (Eds.), Primary prevention
and promotion in the schools (pp. 297-318). Newbury Park, CA:
Sage. School Climate Surveys Identify Varied Experiences of Subgroups SEL research has established that a safe, caring, and connecting school climate is strongly associated with student school engagement and academic success. Recent school climate surveys indicate that African-American, Hispanic, and white students; low-income, rural, and urban students; and lesbian, gay, bisexual and transgender students (LGBT) have varied experiences with regard to school climate, and thus may have different opportunities for school success. Nearly a third of black and Hispanic students (vs. approximately 15% of white students) surveyed about the learning environments at their schools consider the atmosphere to be very disruptive to learning: high dropout rates, students promoted without learning, schools short on funds, and a climate of profanity and disrespect. Their parents report serious academic and social problems at an even higher rate. These minority families report that they want high standards and a safe, orderly school climate—the basics of SEL as we define it. See Reality Check 2006: Issue No. 2: How Black and Hispanic Families Rate their Schools, in the Education Insights series from Public Agenda. http://www.publicagenda.org/specials/realitycheck06/realitycheck06_main.htm A report from the Council of Urban Boards of Education (CUBE) yields a generally positive picture from a survey of 32,000 students, 6-20 years old, in 13 states, and from 110 ethnicities. A majority of the students reported that they feel safe (62.7%) and enjoy learning at their schools (70%). The students were asked about school safety; bullying; trust, respect, and the ethos of caring; racial self-concept; and general school climate. Significant differences in perception were found between ethnic groups; e.g., 33.8% of African-American students felt that their teachers were fair vs. 47.4% of Hispanic students and 41.6% of white students. CUBE’s recommendations to schools include:
http://www.nsba.org/site/docs/38100/38081.pdf. Surveys
conducted by the Education Alliance of nearly 3,000 students and 370
staff in 19 West Virginia schools in cities, towns, and rural areas
found that “African-American students, regardless of their
academic performance and the demographics of their schools, are more
likely to give low ratings to their schools in terms of academic
expectations, caring and mentoring relationships, and staff
fairness.” Students and staff differed in their perceptions of
school climate, with students rating their schools lower than school
staff on all eight aspects of schooling addressed in the survey.
Students in rural settings were generally more positive than those
in cities. Recommendations address race and poverty as predictors of
a more negative educational experience. Through Different Lenses:
West Virginia School Staff and Students React to School Climate
(2006) at http://www.educationalliance.org/Downloads/Research/ThroughDifferentLenses.pdf The
2005 National School Climate Survey (NSCS) documents the
experiences of 1,732 students from all 50 states who self-identify
as lesbian, gay, bisexual, and transgender (LGBT). Results reveal
the predominance of
derogatory terms such as “faggot” and “dyke,” heard by 75.4%
of students at school. LGBT students are twice as likely as the
general population of students to report that they are not planning
to pursue post-secondary education, an outcome seen by the authors
as most likely due to their negative perceptions of the school
environment. Trained staff, Gay Student Alliance Clubs, and
anti-bullying policies help to reduce harassment. Effect of Peer Exclusion on School Achievement Eric Buhs and colleagues link peer exclusion to a reduction in classroom participation, and chronic peer abuse to an increase in school avoidance. Both predict lower student achievement. The effects of peer exclusion can persist over many years, much like chronic stress. Schools that teach inclusiveness and appreciation of differences, issues addressed by most high-quality SEL programs, reduce the likelihood of peer exclusion becoming an ingrained pattern in the classroom. Source:
Buhs, E., Ladd, G., & Herald, S. (2006) Peer exclusion and
victimization: Processes that mediate the relation between peer
group rejection and children’s classroom engagement and
achievement, Journal of Educational Psychology, 98
(1), 1-13. http://www.apa.org/journals/releases/edu9811.pdf. Adapting
Prevention Programs to the Culture What happens when scientifically based SEL programs are implemented in cultures different from the culture in which they were developed? The authors of this report (“The cultural adaptation of prevention interventions”) found that adaptation appears to the norm; for example, over half of SAMHSA’s 44 model programs have been modified as they have been applied. Adapting a program to the culture of the community requires sensitivity to surface structure (i.e., role models used in teaching lessons) and to deep structure (i.e., core values, norms, etc.), as well as to cultural nuances and unique community characteristics. Hybrid models that blend fidelity to science and cultural relevance are called for until program developers build cultural fit into their designs by engaging community leaders and stakeholders in the design process. Source: Castro, F.G., Barrera, M. Jr., & Martinez, C. (2004). The cultural adaptation of prevention interventions: Resolving tensions between fidelity and fit. Prevention Science, 5 (1), 41-45. Diverse
Ages in the Classroom Reap Benefits Older Americans have knowledge, experience, and time. Younger Americans need one-on-one tutoring, skill development, and attention. An experimental study using older adult volunteers as reading tutors in Baltimore K-3 classrooms found positive outcomes for both the volunteers and the students. The volunteers experienced fewer falls and less use of canes than the control group. The third grade students had significantly higher reading scores and far fewer incidents of misbehavior. Sounds like a win-win! http://www.experiencecorps.org/news/releases/2004_4_07_JHU.html Rebok, G., Carlson, M., Glass, T., McGill, S., Hill, J., Wasik, B., Ialongo, N., Frick, K., Fried, L., & Rasmussen, M. (2004). Short-term impact of experience corps participation on children and schools: Results from a pilot randomized trial, Journal of Urban Health, 81 (1), 79-93. Executive Summary of the research: http://www.experiencecorps.org/images/pdf/Hopkins.pdf SEL
Programs that Address Cultural Diversity CASEL is pleased to identify for our
readers a number of SEL programs that address diversity and cultural
awareness. This is only a sampling—there are many more excellent
programs than those we list here. Please see CASEL’s program
guide, Safe
and Sound: An Educational Leader’s Guide to Evidence-Based Social
and Emotional Learning (SEL) Programs
Culturally
Competent Leadership: Preparation, Practice, and Policy What do America’s ever-changing demographics mean for school leaders? How can present and future leaders acquire the necessary knowledge, skills, and attributes to serve all of the children in their schools? Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations (http://www.iel.org/pubs/diverseleaders.pdf) describes foundational capacities leaders need to effectively guide their learning communities. See this far-reaching report for consideration of the following themes:
When Caring
Becomes Believing: Teaching Diverse Adolescents Cynthia “Mama J” Johnson contends that we must confront ineffective practices, such as tracking, low expectations, and personal assumptions that inhibit learning for diverse students. Educators must elevate their relationship to students from caring to believing, that is, believing in the potential of all students and strengthening students’ sense of empowerment. Read about the importance of culturally responsive teaching to validate and affirm the strengths of all students at the website of the National Association for Elementary School Principals (NAESP): http://www.naesp.org/ContentLoad.do?contentId=1845 Income
Differences as a Form of Diversity In her work and on her website (www.ahaprocess.com/), Ruby Payne, Ph.D, emphasizes the need for teachers to understand cultural differences across income groups that affect student learning. She suggests specific instructional strategies to maximize the learning success of economically disadvantaged students. Although not tested by research, her work is very popular among front-line educators and was featured in the May 3rd issue of Education Week: http://www.edweek.org/ew/articles/2006/05/03/34payne.h25.html?qs=@0+Ruby+Payne&levelId=1000 Turning
Cultural Dissonance into Cultural Responsiveness Research shows that teacher disapproval can have profoundly negative effects on children’s learning, especially if it is rooted in unacknowledged and unrecognized insensitivity to cultural differences. With most U.S. teachers being white and English-speaking and a growing minority of students nationwide being non-white and speaking limited English, it is essential for educators to learn the cultural and social characteristics of their students and beware of misreading students’ behaviors. Recommendations are that teachers consider the principles of “culturally responsive classroom management”:
Read Respecting Differences, by Susan Black in The American School Board Journal, Jan. 2006 at http://www.asbj.com/2006/01/0106research.html For
an in-depth article that addresses the five recommendations
delineated above, see: Weinstein, Carol S., Tomlinson-Clarke,
Saundra, & Curran, Mary. Toward a conception of culturally
responsive classroom management, (2004). Journal of Teacher
Education, 55 (1), 25-38. From
Culture Wars to Common Ground Looking
for a way to create a safer learning environment, public school
officials in Modesto, California tried a bold experiment, requiring
ninth graders to take a course on world religions and religious
diversity. An anonymous survey conducted three years later found
that students’ respect for individual beliefs and basic First
Amendment rights increased after taking the course.
See: Lester, E. & Robert, P.
(2006), Learning about World Religions in Public Schools: The
Impact on Student Attitudes and Community Acceptance in Modesto,
California at http://www.firstamendmentcenter.org/PDF/FirstForum_ModestoWorldReligions.pdf Stories from
Schools that Model Cultural Competency and Community Escuela Tlatelolco and the Three C’s: Community, Culture, and Caring. By focusing on social justice and respect for the students’ cultural roots, this Denver school (7-12) successfully prepares most of its Latino/Latina students for college. http://www.connectforkids.org/node/3777 John Stanford International School (K-5) nurtures citizens of the world in an environment of respect and acceptance. Teaching interconnectedness between students and the world is done at this Seattle school through language immersion, global themes, and an embrace of diversity supported by Second Step and Steps to Respect. Principal Karen Kodama explains that international art projects and festivals aren’t enough; “compassion, acceptance, and a sense of responsibility to the world are essential traits for global citizenship.” http://email.e-mailnetworks.com/ct/ct.php?t=1189035&c=674047483&m=m&type=3 At Annandale High School in Northern
Virginia, a community with a large immigrant population, skilled
teachers lead discussions that draw upon students’ varied
cultures, values, and social and economic experiences. These vibrant
discussions enrich the academic environment for everyone and prepare
students for the diversity of American society. See: Kugler, E. What
we owe immigrant children, Education Week, (May 17, 2006), at
www.edweek.org or http://www.edweek.org/ew/articles/2006/05/17/37kugler.h25.html?qs=What+we+owe+ Culturally Responsive Practices for Student Success: A Regional Sampler. Jennifer Klump and Gwen McNair, Northwest Regional Educational Laboratory, 2005. This 75-page booklet provides definitions, contexts, and examples of culturally responsive teaching. With the minority achievement gap getting increasing attention as a result of NCLB, culturally responsive and effective practices are identified as those that:
http://www.nwrel.org/request/2005june/culturally.pdf. For an annotated bibliography of the resources for the above, including major findings, implications, and recommendations, see: Research-based Resources: Cultural Competency of Schools and Teachers in Relation to Student Success, at www.nwrel.org/request/2005june/annotatedbib.pdf. Terrific
Teaching Materials Educators for Social
Responsibility (www.esrnational.org).
ESR’s Online Teacher Center provides free lessons, including
Dealing with Stereotyping, Prejudice, Discrimination, and
Scapegoating; Migration Service Learning Lesson; US Immigration
Policy; and Globalization 101. http://www.esrnational.org/otc/view_lessons.php?action=grade&gradeid=23 Anti-Defamation
League
(www.adl.org) provides lesson
plans on bias, cultural diversity, and cultural identity. Teacher
training is available online with A World of Difference
Institute Program at http://www.adl.org/education/edu_awod/awod_framework.asp.
A free online continuing education course supports the Making
Diversity Count high school curriculum. Teaching
Tolerance
(http://www.splcenter.org/center/tt/teach.jsp)
has been pioneering anti-bias education for over twenty years.
Visit their website at www.teachingtolerance.org Rethinking Schools Online (http://www.rethinkingschools.org),
a leading voice in the school reform movement, addresses
multicultural education, along with a range of other topics.
See the new book by Rethinking Schools editor Bill Bigelow, The
Line Between Us: Teaching about the Border and Mexican Immigration
(http://www.rethinkingschools.org/publication/mx/). Center
for Research on Education, Diversity, and Excellence,
http://www.cal.org/crede/. National
Center for Culturally Responsive Educational Systems,
www.nccrest.org.
The mission of NCCRESt is to support state and local school systems
to assure a quality, culturally responsive education for all
students. See the Practitioner Brief Series at http://www.nccrest.org/publications/briefs.html,
and particularly “Addressing Diversity in Schools: Culturally
Responsive Pedagogy” for specific activities and practices. Center
for Effective Collaboration and Practice, Cultural Competence,
http://cecp.air.org/cultural/default.htm,
addresses children at-risk and includes a Q&A page about
Cultural Competence, what it is, what the research says, etc. Educator’s Reference Desk:
Studies and resources that address the educational needs of specific
minority groups African-American, Native American, Asian
American, and Hispano-American) are available at http://www.eduref.org/cgi-bin/res.cgi/Specific_Populations/Minority_Groups. Resources
on Sexual Orientation Public Schools and Sexual Orientation: A First Amendment Framework for Finding Common Ground (http://www.firstamendmentcenter.org/PDF/sexual.orientation.guidelines.PDF) presents a foundation on which to discuss harassment in schools. The fundamental concept that public schools belong to all Americans and that the role of school administrators is to protect the common good supports the imperative of making schools safe for all to learn. Tips are provided for school officials, parents, and students for addressing differences within the framework of the First Amendment. This outstanding material helps groups from all parts of the political and cultural spectrum find common ground on behalf of kids. Gay
Lesbian and Straight Education Network (GLSEN)
(http://www.glsen.org/cgi-bin/iowa/home.html)
is a national education organization working to ensure safe
schools for ALL students, regardless of sexual orientation and
gender identity. The website offers articles, programming and
training information, policy information, conference dates, etc. The
Trevor Project
provides free lessons for schools to address the higher risk of
suicide in the population of gay students. Information at http://www.connectforkids.org/node/4120
and downloadable teaching guide at http://www.thetrevorproject.org/education.aspx. The New Demography of America’s
Schools, Foundation for Child
Development, 2005. This report emanates from a workshop at the
Migration Policy Institute that addressed data on school-age
immigrant children with limited English proficiency. Includes
excellent charts and visuals, and recommendations for schools.
http://www.fcd-us.org/PDFs/NewDemographypresentationfinal.pdf Caring
Across Cultures: Achieving Cultural Competence in Health Programs
at School Survey Results, Center
for Health and Care in Schools, provides a survey for health care
providers and educators about serving the needs of diverse students,
at http://www.healthinschools.org/sh/cultresults.asp School
Communication in Parents' Native Language.
Child Trends databank
reports that the use of interpreters for conferences and meetings
and the availability of translated memos and newsletters is much
more likely in schools (K-3) where the students are from families of
limited English proficiency and at or below the poverty line than
those schools with less poverty. Overall,
64 percent of such children attended schools that provided both
these services. http://www.childtrendsdatabank.org/indicators/104CommunicateNativeLang.cfm Other
News and Data You Can Use George
Lucas Educational Foundation (GLEF) now
publishes five weekly e-newsletters, including one on Social and
Emotional Learning. This is a great way to stay up-to-date on
developments in SEL. Subscribe at: Changes
in the National Registry of Evidence-Based Programs and Practices (NREPP): The Health and Well-Being of
Children: A Portrait of States and the Nation, 2005. US
Department of Health and Human Services. This report provides data
on child health and well-being, including socio-emotional needs, by
state. http://www.mchb.hrsa.gov/thechild/index.htm 2006
Child Well-Being Index. Foundation
for Child Development. This annual composite score measures trends
over time in quality of life of America’s children and young
people across 7 domains (Family Economic Well-Being, Health,
Safety/Behavioral Concerns, Educational Attainment, Community
Connectedness, Social Relationships, Emotional/Spiritual
Well-Being). http://www.fcd-us.org/CWBIndex2006.html Beyond Acting White,
Reframing the Debate on Black Student Achievement. E.
Horvat, & C. O’Connor, (2006).
See a review of this book that recommends that educators stop using
the excuse of “avoiding acting white” for black student
underachievement and consider more ways to engage all students at http://www.philly.com/mld/dailynews/news/local/14606908.htm.
See the book at http://www.amazon.com/gp/product/0742542734/sr=8-1/qid=1149020268/ref=pd_bbs_1/104-9526468- Courageous
Conversations About Race: A Field Guide for Achieving Equity in
Schools.
G. Singleton, & C.
Linton (2005). This book can “help
educators understand and engage in the discourse around race that
affects the success of any curriculum, instructional methodology or
program implementation….Exercises and prompts assist school and
district leadership teams in articulating those innate behaviors,
beliefs and attitudes that impair our ability to be effective in
closing the racial achievement gap.” --Dennis Sparks, National
Staff Development Council. http://www.amazon.com/gp/product/0761988777/104-9526468-2975937?v=glance&n=283155 Creating
a Safe and Friendly School, Lunchroom, Hallways, Playground, and
more… Articles by Educators (2006)
offers 17 problem-solving articles with practical tips that help
children manage their behavior during the school day. Available at www.responsiveclassroom.org. Cultural Proficiency: A Manual
for School Leaders, 2nd Edition. R.
Lindsey, N. B. Kikanza, & R.
Terrell (1999, 2003). This resource comes highly recommended by
CASEL Leadership Team member Janice Jackson. Available
at: http://www.amazon.com/gp/product/0761946446/104-9526468-2975937?v=glance&n=283155.
Once
Upon a Time…Storytelling to Teach Character and Prevent Bullying,
Lessons from 99 Multicultural Folk Tales for Grades K-8,
Elisa Davy Pearmain (Character Development Group, 2006) at www.CharacterEducation.com.
This collection of stories includes tips for storytelling,
discussion ideas, and ways to encourage self-reflection. American
School Counselor Association: Winds of Change,
June 24-27, 2006, Chicago, IL (http://www.schoolcounselor.org/files/Chicago06_brochure.pdf).
Strengthening
Relationships, Increasing Achievement: 12th Annual Summer
Institute: Integrating Excellence and Ethics (K-12),
June 26-29, 2006, at the Center for the 4th and 5th
Rs at SUNY Cortland, NY. www.cortland.edu/character/institutes.htm. 2006 Annual Youth Leadership Conference “Ethics in Action”, a conference for students, grades 9-12, July 13-15, University of Utah, www.communityofcaring.org. School
Resource Officers Conference.
July 16-21, 2006. Palm Springs, CA. Http://www.nasro.org/conference.asp School
of the 21st Century,
July 17-28, New Haven, CT. http://www.yale.edu/21C/ Oxford
Symposium in School-based Family Counseling.
August 6-11, 2006. Oxford, England. Http://www.soe.usfca.edu/institutes/ccfd/oxford_symposium.html International Bullying Prevention Conference, Nov. 2-3, Atlanta, GA. http://www.stopbullyingworld.com/ For a detailed
listing of EXISTING GRANT OPPORTUNITIES (updated each "Teaching
Tolerance Grant Program" provides
support to K-12 classroom teachers who implement tolerance and youth
activism projects in their schools and communities.
http://www.tolerance.org/teach/grants/guide.jsp "The
Matching Book Grant Program" from
the Literacy Empowerment Foundation has increased the size of its
matching grants to $10,000. Multicultural book collections are
available.
"Beyond
Words: The Dollar General School Library Relief Program" was
created to benefit public school libraries in communities affected
by disasters. The fund will provide grants for books, media, and/or
equipment that support learning in a school library environment.
http://www.ala.org/ala/aasl/aaslawards/dollargeneral/disasterrelief.htm "Programs
Targeting Children with Disabilities" CVS/pharmacy
Community Grants are currently accepting proposals for programs
targeting children under age 18 with disabilities that address:
health and rehabilitation services; a greater level of inclusion in
student activities and extracurricular programs; opportunities or
facilities that give greater access to physical movement and play.
http://www.cvs.com/corpInfo/community/community_grants.html
"Student
Peace Prize" The
Student Peace Prize, the only peace prize in the world to and from
students, is awarded every second year on behalf of all Norwegian
students. It highlights the role of students in the struggle for
peace, democracy and human rights.
http://ga1.org/ct/51w2-xY1PqRR/peaceprize What
Is CASEL? CASEL—the
Collaborative for Academic, Social, and Emotional Learning—is
dedicated to the development of children’s social and emotional
competencies and the capacity of schools, parents, and communities
to support that development. Based at the University of Illinois at
Chicago (UIC), CASEL is working to create a world in which young
people will have the academic knowledge and skills they need to
achieve their goals and will also be caring, engaged citizens
prepared to participate fully in society. CASEL’s mission is to
establish integrated, evidence-based social and emotional learning (SEL)
from preschool through high school. What
Is SEL? Social
and emotional learning (SEL) is the process of developing
fundamental social and emotional competencies or skills in children
and creating a caring and supportive school climate. A large number
of school-based programs and practices are designed to do this. Many
evidence-based school programs that focus on positive youth
development, problem prevention, service-learning, and character
education can be considered SEL. They work to develop students’
social and emotional competencies and create ways to nurture and
support students. The resources in this e-newsletter cover a wide
range of topics under the umbrella of school-based SEL programming. Collaborative
for Academic, Social, and Emotional Learning (CASEL)
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