By being able to
identify and manage
emotions and
effectively resolve
conflicts, we are more
prepared to deal with
life’s challenges, in
school and beyond.
Robert Fulghum made this concept pop-
ular three decades ago in his 1986 book by
the same name. Fulghum cites a list of what
we now know as SEL skills he acquired in
kindergarten, among them: share every-
thing, play fair, don’t hit people, and say
you’re sorry when you hurt somebody.
A fascinating recent study by the Ameri-
can Journal of Public Health proves Ful-
ghum was actually on to something. Fol-
lowing a group of kindergartners into
adulthood, researchers found that SEL
skills, such as those cited by Fulghum,
proved to be more reliable predictors than
academics as to how these children would
fare in virtually all aspects of adult life
(Jones, D.E.; Greenberg, M.; Crowley, M.,
2015).
CASEL, the leading authority on the
subject, defines social-emotional learning
as, “The process through which children
and adults acquire and effectively apply the
knowledge, attitudes and skills necessary
to understand and manage emotions, set
and achieve positive goals, feel and show
empathy for others, establish and maintain
positive relationships, and make responsible
decisions.”
In a nutshell, CASEL has identified the
essential life-skills all of us need to be suc-
26
Leadership
cessful and categorized these skills into five
interrelated core competencies: self-aware-
ness, self-management, social awareness,
relationship skills and responsible decision-
making.
But can non-cognitive skills be learned?
Neuroscience tells us humans are only
“hard-wired” for six emotions: sadness, joy,
disgust, anger, surprise and fear. This con-
cept was brilliantly illustrated in the well-
researched Pixar film, “Inside Out.” Aside
from these six hard-wired emotions all oth-
ers, such as humility, empathy, compassion
and gratitude, just to name a few, are learned
(or not). “Ninety-five percent of teach-
ers (surveyed) believe social and emotional
skills are teachable” (CASEL, 2013).
CASEL advocates for the “SAFE” ap-
proach to providing SEL instruction:
• S: Sequenced – connected and coordi-
nated activities to foster skills development.
• A: Active – active forms of learning to
help students master new skills and atti-
tudes.
• F: Focused – a component that empha-
sizes developing personal and social skills.
• E: Explicit – targeting specific social and
emotional skills.
SEL curricula may be taught as direct and
specific, such as mindfulness, meditation
and yoga; however, it can also be delivered
through other activities and extra-curricular
programming, such as dance, sports, music
and arts, as well as blended throughout and
across academic content areas. Finding the
right vehicle of delivery for each student is
key. However, more important than the de-
livery, is the outcome.
What are the intended outcomes of SEL
instruction?
A 2015 report, “Student Success Comes
Full Circle,” identified three target out-
comes that should be realized as a result of
effective SEL strategies:
• I AM. Intrapersonal skills: Self-aware-
ness – young people are able to recognize
and understand their own personal identity
and feelings. “I know how I am feeling.” “I
know who I am.” Self-management – young
people regulate and monitor their own be-
haviors, feelings and impulses in order to
make responsible decisions, maintain focus,
and achieve goals. “I choose how I react to
things.” “I can control my own behavior.” “I
can stay focused.”
• I BELONG. Interpersonal connections:
Social awareness – young people have a ca-
pacity for empathy, and are able to consider
and appreciate the diverse feelings, perspec-
tives and personal contexts of others. “I care
about other people’s feelings.” “I get along
with kids who are different than me.” Inter-
personal skills – young people use effective
communication and collaboration skills to
establish and maintain positive and produc-
tive relationships. “I can learn from others.”
“I can communicate my ideas clearly.” “I
work well with others.”
• I CAN. Beliefs and mindset: Self-
efficacy – young people believe in their
own capabilities and their ability to learn,
achieve goals and succeed. “I can overcome
challenges.” “I believe that I can do well
in school.” “I’m going to college.” Growth
mindset – young people believe that they
can, through their own efforts, grow in their
intelligence and abilities. “The harder I try
the better I will get.” “I can learn from my
mistakes.”
These are the essential skills, needed to
successfully navigate through life, which
students should develop as a result of high-
impact SEL practices.