Professor Michael E Bernard Melbourne Graduate School of Education University of Melbourne

1. Social and Emotional Learning: What Every Principal Needs to Know and Do to Implement Sustainable SEL School-Wide Practices Professor Michael E Bernard Melbourne Graduate School of Education University of Melbourne

2. The Social and Emotional Learning Initiative Part 1. Context, Research, Core Concepts, Benefits

3. Students Achieving to Potential, Well-Behaved, Emotionally Healthy

4. Students Under-Achieving, Poorly Behaved, Emotionally Unhealthy

5. What Makes the Difference?

6. Social and Emotional Skills and Values! well-adjusted students possess a wide range behaviourally and emotionally challenged students show delays

7. StateHealth and Physical Education Curriculum Frameworks Education Queensland Focus on Developing Personal and Interpersonal Skills • Making Decisions • Building and Maintaining Self-esteem • Managing Pressure • Setting Realistic Goals • Coping with Anxiety • Communicating Effectively • Working Cooperatively and Collaboratively • Communicating Assertively • Managing Conflict

8. State Governments of Education Support Social and Emotional Learning” (SEL) Initiatives “State schools will begin embedding social and emotional learning into their school curriculum in a bid to boost students’ skills in dealing with stress, self-responsibility and interpersonal relations in today’s society.” -Ex-Minister of Education (QLD), Rod Welford

9. Component 1: A positive school community Component 3: Parenting education and support Component 2: Social and emotional learning for students Component 4: Early intervention for students experiencing mental health difficulties

10. Research Shows Relationship of SELs with Achievement (Bloom, 1977)

11. Early Childhood Longitudinal Study (2004) • 20,000+ four- and five-year-old children were surveyed by teachers and parents • Findings indicated that young children’s “Approach to Learning” (e.g. persistence, organisation, eagerness to learn, attention) that reflects their level of social-emotional competencepredicted achievement in their reading.

12. Early Childhood Longitudinal Study (cont.) Additional findings of interest include: • Children from families with economic disadvantage found to demonstrate extreme developmental delays in their social-emotional competence. • Girls demonstrate greater degrees of social-emotional competence than boys. • Children from different cultural backgrounds showed differences in their social and emotional competence

13. Over 200 Published Research Studies Show SEL Programs Impact Student Outcomes 23% increase in SEL skills 9% improvement in attitudes about self,others, and school 9% improvement in prosocial behaviour 9% reduction in problem behaviours 10% reduction in emotional distress 11% increase in standardised achievement test scores (math and reading) Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for publication). The effects of school-based social and emotional learning: A meta-analytic review.

14. Many Schools Are Implementing SEL Programs and Are Seeing Positive Benefits Outback, State Schools Urban, Independent Schools

15. What is Social and Emotional Learning? “SEL is the process whereby children and adults develop essential social and emotional skills, knowledge, attitudes and values” (CASEL, 1997). Recognising one’s emotions and values as well as one’s strengths and limitations Self-awareness Making ethical, constructive choices about personal and social behaviour Managing emotions and behaviors to achieve one’s goals Self-management Responsible decision-making SEL Social awareness Relationship skills Forming positiverelationships, working inteams, dealing effectivelywith conflict Showing understanding and empathy for others

16. SEL Skills: Emotional 1. Positive Self-Orientation - resilient attitudes (e.g., self-acceptance, tolerance) and skills (e.g., finding someone to talk to, relaxation) needed to regulate emotionsand behaviours in tough situations.

17. SEL Skills: Interpersonal 2. Positive Social Orientation – skills and values of empathy, respect, responsibility, conflict resolution, friendship making, social confidence and community responsibility needed to form relationships.

18. SEL Skills: Learning 3. Positive Work Orientation – skills of work confidence, persistence, organisation, and work cooperation needed to manage school work that is challenging.

19. Which SELs Would You Liked to Have Learned More About in School? Resilience: positive attitudes (e.g., self-acceptance, optimism) and coping skills (e.g., relaxation, finding someone to talk to) Positive Social Orientation: empathy, conflict resolution, friendship-making, respect, tolerance Positive Work Orientation: work confidence, persistence, organisation, getting along skills

20. What is Social and Emotional Learning? “SEL is also a process of creating a school community that is caring, supportive, and responsive to students needs (CASEL, 1997)” through (Bernard, 2008): 1. Building positive relationships 2. Employing positive discipline skills 3. Involving students in decision-making 4. Providing multiple opportunities for student success 5. Modelling by adults of social and emotional skills and values

21. A Framework for SEL Programming to Enhance Student Success (CASEL, 2009) Social and Emotional Learning Learning Environment SE Skills Instruction Positive Outcomes + =

22. Enhancing SEL Promotes Success in School (CASEL, 2008) Coordinated School, Family, and Community Support Positive Social Behavior SEL SE Skill Acquisition Learning Environment Conduct Problems Improved Attitudes Emotional Distress SE Skills Instruction Academic Success

23. Examples of Available Research-Based Social and Emotional Learning Programs The following SEL programs are some of the “evidence-based” programs that offer professional development available to schools: • Aussie Optimism Program • You Can Do It! Education • Skills for Adolescence • Skills for Growing • Friendly Schools and Families Program • Friends for Life – Friends for Children

24. Impact of SELs on Student Mindset

25. Student Essay on Mental Health and SELs

26. Student Essay on Mental Health and SELs

27. An Evaluation of You Can Do It! Education • In 2006, two representatives from seven primary schools attended three full-day train-the-trainer sessions conducted by Professor Michael Bernard • The participants were trained in You Can Do It! Education including YCDI classroom and school-wide practices • Participants conducted professional learning sessions back at their schools • Additionally, principals from each school attended a half-day training session

28. An Evaluation of YCDI (cont.) • YCDI was implemented at each school during 2006 and 2007 with ongoing professional learning of staff at school • The effect of YCDI was determined by comparing the seven YCDI primary schools with seven primary schools that did not use YCDI • The non-YCDI schools were matched to a YCDI school by the Victorian Department of Education based on socio-economic ranking

29. An Evaluation of YCDI (cont.) • The “Student Attitude Survey” administered to all Year 5 and 6 students throughout Victoria was used to examine the impact of YCDI • Year 5 student responses on the Survey in 2006 were compared with the responses of these same students in 2007 when they were in Year 6 • Evaluation Question: Were the improvements in student attitudes from Year 5 to Year 6 different in students attending YCDI and non-YCDI schools?

30. An Evaluation of YCDI (cont.) Type of School Student Well-Being ScalesYCDI Non-YCDI Student Morale yes no Student Distress yes no

31. An Evaluation of YCDI! (cont.) Sample Questions “I feel positive at school.” -higher “I feel happy at school.” -higher “I feel tense.” -lower “I feel frustrated at school.” -lower “I feel depressed at school.” -lower “I feel uneasy at school.” -lower

32. An Evaluation of YCDI! (cont.) Type of School Teaching and Learning Scale YCDI Non-YCDI Teacher Effectiveness no no Teacher Empathy no no Stimulating Learning no no School Connectedness yes no Student Motivation no no Learning Confidence yes no

33. An Evaluation of YCDI! (cont.) Sample Questions “I like school this year.” -higher “I look forward to going to school.” -higher “I am good at my school work.” -higher “I find it easy to learn new things.” -higher

34. An Evaluation of YCDI! (cont.) Type of School Student Relationship Scales YCDI Non-YCDI Connectedness to Peers yes no Classroom Behaviour yes yes Student Safety yes yes

35. An Evaluation of YCDI! Sample Questions “I get on really well with most of my classmates.” -higher “I have been teased in an unpleasant way recently at my school.” -lower “Students are mean to me at this school.” -lower “I have been deliberately hit, kicked or threatened by another student recently.” -lower “It is often hard to listen to the teacher in class, because some students are really disruptive.” -lower

36. The Social and Emotional Learning Initiative Part 2. Implementation Practices

37. “Best Practices” in SEL Implementation • “Effective implementation of SEL is not an event. It is not something staff members experience briefly until it is over so they can return to business as usual (CASEL, 2008).” • A series of deliberate, planned steps have been identified that assist schools in supporting school communities in the effective implementation of SEL. • The more that SEL is embedded in school culture and the greater the number of those who are singing from the same SEL hymn sheet, the greater the impact of SEL programs.

38. Principles of School Leadership Principle 1. The active involvement of school leadership is necessary for successful implementation of SEL. Principle 2. School leadership is responsible for articulating the importance of SEL to the entire school community and must be vocal in support of SEL with members of school community. Principle 3. School leadership must prepare staff for change, deal with resistance and be supportive throughout implementation. Principle 4. School leadership must apply gentle pressure to ensure all staff are committed to implementing SEL and are over time increasing their SEL teaching skills. Principle 5. School leadership should model the social and emotional competencies teachers should teach and students should learn.

39. SEL Reflection (CASEL, 2008) • Think of an outstanding leader you have known. Select someone you have seen in action. • Reflect on the qualities this leader possesses. that in your eyes make great leaders.

40. Outstanding School Leaders Study compared 12 outstanding and 8 “typical” principals. Analyses showed that outstanding principals were distinguished by their self-management skills (emotional self-awareness, adaptability, etc.) & their relationship management skills (empathy, developing others, etc.) • --Williams (2003)

41. Resilient Educational Leaders “Smart leaders know that they are models for everybody in the organization. They know that their behavior influences others and work hard at monitoring themselves as they monitor, develop, & encourage others’ performance. They understand that positive organizational change requires that individuals change. Change requires that everyone develops their social and emotional competencies, including the leader.” --Janet Patti (2003)

42. Stages in Effective Implementation of Social and Emotional Learning Stage 1: “Buy in” and School-Wide Agreement Stage 2: Planning Practices (ongoing) Stage 3: Preliminary Implementation Practices Stage 4: Evaluation Practices (ongoing) Stage 5: School-Wide Implementation and Sustainability Practices

43. Stage 1: “Buy In” and School-Wide Agreement • Principal understands, endorses and advocates for SEL for all students • School leadership understands, endorses and advocates for SEL for all students • Staff understands and endorses SEL for all students • Parents understand and endorse SEL for all students • School Council understands and endorses SEL for all students • SEL incorporated as an explicit priority area in school’s Three-Year Strategic Plan and Annual Operational Plan • SEL Planning Group appointed

44. Stage 2: Planning Practices (Ongoing) • SEL coordinator(s) appointed • SEL Planning Group achieves agreement on specific social and emotional skills for teachers to teach and students to learn • SEL Content Standards presented to staff • SEL Planning Group conducts Needs Assessment • SEL Planning Group reviews different “evidence-based” SEL programs and selects one (or more) that meets needs of students and staff • SEL Planning Group scrutinises and modifies timetable so that regular time for teaching SEL curriculum is identified • Settings for initial and ongoing SEL professional learning identified • Surveys identified to be used to gather evidence for effectiveness • SEL Action Plan Developed

45. Stage 3: Preliminary Implementation of SEL • Initial staff training in SEL • SEL launch • Staff model and communicate SEL skills and values • SEL introduced to students (goals, class discussion of meanings of SELs) • SEL curriculum taught on a regular basis • SEL classroom-wide practices (awards, feedback, images, • SEL integrated in school-wide activities • Ongoing professional development

46. Stage 4: Evaluation Practices (Ongoing) • Staff provide discussion and feedback of practices and student outcomes • SEL Planning Group recommend alterations and improvements to SEL implementation

47. Stage 5: School-Wide Implementation and Sustainability Practices • Continuous and ongoing staff development of SEL practice • Opportunity for staff to strengthen own personal SEL skills • Teachers continue to integrate SEL in classroom and across curricula areas • Students’ SEL skills assessed by teachers and reported on school report card • Students with challenges provided with more intensive exposure to SELs • Parents learn how to support children’s SELs • SEL integrated into school excursions • Sporting and PE coaches integrate SEL in sporting events • Homework clubs, before- and after-school programs support SEL • Community kept abreast of progress in SEL and opportunities for community mentoring as well as financial support for SEL identified

48. SEL in Literacy Instruction

49. Beginning of Literacy Lesson Share Literacy Goals of Lesson Say: “Before we begin, I want you to know what I am planning to teach in this reading session. These are the goals of the lesson that you are trying to achieve. After I describe the goals of this lesson, I will ask you to say what they are so I am sure you understand the goals.” • (For example, you can say: “Today, you are going to learn different ways you can tell the main ideas that an author is writing about. Can someone tell me what you will be learning I this lesson?”)

50. Beginning of Literacy Lesson Develop Positive Mindset of Students Say: “Before getting started, it is important that you have a positive attitude towards what you will be learning.” For example: • “Let’s make sure everyone has an ‘I can do it’ rather than an ‘I can’t do it’ attitude to what we’re doing today” (ask students to volunteer what this means).