Defining SEL eSchool News March 2019

Defining Social Emotional Learning (SEL)

We are often asked what the definition is of social-emotional learning (SEL). One common and useful
SEL definition is the process of learning to integrate thinking, feeling, and behaving in order to become
aware of the self and of others, make responsible decisions, and manage behaviors.

Two SEL Models

There are two SEL “models” (or “frameworks”) emerging as the consensus view.

CASEL:
The Collaborative for Academic, Social, and Emotional Learning (CASEL), developed an SEL model that
promotes the inter-relationships between classrooms, schools, families and communities.

iSELF:
The Integrated Self Model (iSelf) is an SEL model to teach understanding of the inner self, and how the
inner self interacts with others through cognitive and positive psychology attributes.
Defining SEL eSchool News March 2019

This figure depicts the four dimensions of the Integrated Self Model (iSelf) with positive psychology and cognitive
psychology attributions. This model was first made available to practitioners and researchers in The Self in
Schooling: How to Create Happy, Healthy, Flourishing Children in the 21st Century (2013).

The Integrated Self Model helps SEL dive deeper into imparting emotional and psychological attributes
to children through schooling and family activities in order to impact mental health and well-being. The
iSelf model takes a research- and evidence-based approach to teaching young people how to know
themselves and to literally change their brains from experiencing mental illness to mental health, with a
new vision of self, others and all.

Dr. Frederick Brown, Penn State emeritus professor of the psychology of well-being, wrote, “[The]
Integrated Self or iSelf model emerges from the interaction of current scientific information about the
direct influence by emotions, both positive and negative, upon cognitive functioning. These emotions, in
turn, are based upon personal relevancy and meaningfulness and are the controlling switch by which
effective learning takes place or not. A positive emotional approach facilitates a sense of well-being that,
in turn, enhances a willingness to learn.”

SEL Best Practices

SEL “best practices” are different from “models” and require separate considerations. A best practice is
a working method (or set of working methods) that is widely accepted as being effective in producing
the attributes, skills and competencies in the model. The model that is used makes a difference as to the
potential outcomes.
Defining SEL eSchool News March 2019

A study conducted by the Harvard Graduate School of Education, with funding from the Wallace
Foundation, demonstrates that educators are still in the process of defining SEL and establishing
effective models and best practices: “The field of social and emotional learning (SEL) is rapidly
expanding. In the past decade, SEL has emerged as an umbrella term for a number of concepts including
non-cognitive development, character education, 21st century skills, and trauma-informed learning,
among others. Researchers, educators, and policy-makers alike are beset by dilemmas about what
exactly is included in this broad domain. Popular press highlights skills such as grit, empathy, growth
mindset, social skills, and more.”

With SEL definitions still emerging, we believe that educators need to focus their energies on the mental
health and well-being needs of their students, and to achieving these outcomes through a
comprehensive set of self-attributes.

Examples of SEL best practices

The following examples are of SEL programs that align best practices with meaningful models:

Responsive Classroom, according to CASEL, is one of the most “well-designed evidence-based social and
emotional learning (SEL) programs. “ The Responsive Classroom approach to teaching is comprised of a
set of well-designed practices intended to create safe, joyful, and engaging classroom and school
communities. The emphasis is on helping students develop their academic, social, and emotional skills in
a learning environment that is developmentally responsive to their strengths and needs.

Self Across the Curriculum (SAC) provides a pedagogy to teach self-knowledge, self-awareness, self-
management, social awareness and relationship skills through everyday academic curricula.

Success Predictor (SP) is a student success assessment instrument and intervention tool to impart life
purpose and a pathway to manifest it.

The PATHS® curriculum is a comprehensive program that promotes emotional and social competencies,
reducing aggression and behavior problems in preschool through elementary school-aged children,
while simultaneously enhancing the educational process in the classroom.

RULER, from the Yale Center for Emotional Intelligence, is an evidence-based approach that helps
schools integrate emotional intelligence into their everyday practice.

Mindfulness education is the purposeful inclusion of mindfulness and mindful meditation principles,
theories, and practices into education.

Trauma Informed instruction provides tools for educators and students to create a culture of respect
and support for extreme situations. Traumatic stress can arise from a variety of sources: bullying at
school, divorce, sexual assault, school shootings, neglect at home, among others. Children and adults
can be affected by traumatic stress that requires a specialized understanding. Two characteristics or
symptoms are common among trauma survivors; avoidance and numbing, both have their cures
through emotional healing, teachers and counselors “distinguish avoidance and numbing by examining
the intentionality behind the event: whereas avoidance represents conscious attempts to escape
trauma-related stimuli or responses, numbing is an unconscious and automatic physiological response
to trauma exposure.” The trauma informed pedagogy that has emerged as an SEL best practice attempts
to intervene into PTSD in children through schooling.
Defining SEL eSchool News March 2019

SEL is beginning to bridge the fields of education and psychology by developing mental health and well-
being best practices that help students develop a high regard for their own well-being and the well-
being of others.

Dr. Henry G. Brzycki and Elaine J. Brzycki have more than 30 years of experience providing leadership to
the field of social emotional learning (SEL). They co-founded The Brzycki Group & The Center for the Self
in Schools, an innovative think tank that provides thought leadership on emotional, psychological and
physical well-being outcomes through education, with a mission to impact the human condition.