Social-Emotional Learning (SEL) describes the mindsets, skills, attitudes, and feelings that help students succeed in school, career, and life, such as growth mindset, grit, and sense of belonging at school.In recent years, SEL has experienced rapid expansion in education, taking on different forms and names across various school contexts. Some of these names include: soft skills, character education, 21st-century skills, and non-cognitive skills. While often used interchangeably, these terms have nuanced meaning and unique underlying components. At its most basic, SEL incoproates three pillars: social connectedness, motivation, and self-regulation.

Students learn in inherently social ways, and practice valuable skills, such as critical thinking and creativity, in social contexts. Furthermore,social-emotional skills have been closely linked to positive academic, professional and personal outcomes.

Social and Emotional learning has been the subject of a large volume of research over the past few decades. There is a growing evidence base confirming the importance of SEL to student learning. However, the research is challenged by the variety of definitions, frameworks and scales for measuring SEL. Currently there is not broad consistency in how to measure SEL, and there is continuing contention as to the ‘teachability’ of SEL.

Interweaving into daily practice not something separate.  skills that are taught within the context of a teacher-student relationship are much more memorable. Students who are taught strategies in this way are more likely to adopt these practices and use them in their own relationships. 

• How are we, as a school, thinking about SEL?
• How are we building SEL across different year levels, subjects and contexts?
• How am I measuring SEL?
• How are we creating an organisational culture where we discuss and collectively build SEL?