Lesson Plan
SEL: Superpowers for Staff? Lesson Plan
Participants will understand the core concepts of Social-Emotional Learning (SEL), recognize its importance for both adult and student well-being, and identify initial strategies for integrating SEL into their professional practices and school culture.
Investing in SEL for staff is crucial for creating a positive, resilient, and effective school environment. When adults practice SEL, they model critical skills for students, foster stronger relationships, and better manage the demands of their roles, ultimately leading to improved student outcomes and overall school climate.
Audience
Teachers, Principals, and Staff
Time
60 minutes
Approach
Interactive discussion, practical activities, and reflective exercises.
Materials
Whiteboard or Projector, SEL: Superpowers for Staff? Slide Deck, What's Your SEL Power? Warm Up, SEL Core Competencies Reading, SEL in Action Worksheet, SEL Discussion Prompts, SEL Role-Play Activity, SEL Bingo Game, SEL Understanding Quiz, SEL Implementation Project Guide, SEL Project Rubric, My SEL Reflection Cool Down, and Pens/Markers
Prep
Review Materials
15 minutes
- Review the entire lesson plan, ensuring familiarity with all activities and discussion points.
* Familiarize yourself with the SEL: Superpowers for Staff? Slide Deck and prepare to present it.
* Print or prepare to distribute copies of the What's Your SEL Power? Warm Up, SEL Core Competencies Reading, SEL in Action Worksheet, and any other handouts.
* Ensure projector/whiteboard is functional and markers are available.
* Review the SEL: Superpowers for Staff? Script to guide your facilitation.
Step 1
Warm-Up: What's Your SEL Power?
10 minutes
- Begin by having participants complete the What's Your SEL Power? Warm Up activity.
* Ask participants to share one

Slide Deck
Unlocking Your Potential and Empowering Our School Community!
Welcome everyone! Start with a brief, energetic greeting. The goal here is to pique their interest in SEL and its relevance to their daily work. Emphasize that SEL isn't just for students.
- Self-Awareness: Understanding your emotions, strengths, weaknesses, values, and goals.
2. Self-Management: Managing your emotions, thoughts, and behaviors effectively in different situations and to achieve goals.
3. Social Awareness: Understanding the perspectives of and empathizing with others, including those from diverse backgrounds.
4. Relationship Skills: Establishing and maintaining healthy and rewarding relationships and navigating diverse social situations.
5. Responsible Decision-Making: Making constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.
Introduce the five core competencies of SEL. Briefly define each one and offer a quick example. Keep it engaging and relatable. Refer to the reading material for more details.

Script
Welcome! (Slide 1: Title Slide)
"Good morning/afternoon, everyone! Welcome to what I hope will be an insightful and empowering session. Today, we're diving into something that's not just a buzzword, but truly a superpower for our entire school community: Social-Emotional Learning, or SEL."
"You might be thinking, 'SEL? Isn't that for students?' And while yes, it absolutely benefits our students immensely, my aim today is to show you why SEL is equally, if not more, important for us – the dedicated teachers, principals, and staff who make our school run."
"We'll explore how understanding and applying SEL can unlock your potential, reduce stress, enhance your relationships with colleagues and students, and ultimately help us build an even stronger, more supportive school environment."
Warm-Up: What's Your SEL Power? (Slide 2: Warm-Up Activity)
"To kick things off, let's engage in a quick warm-up activity. Take a moment to think about your unique strengths. What is something you excel at that helps you connect with others, manage challenges, or understand yourself better? For example, maybe you're great at listening, or you're fantastic at staying calm under pressure, or perhaps you're excellent at problem-solving collaboratively."
"Now, on your What's Your SEL Power? Warm Up sheet, jot down one 'SEL Power' you bring to our school community. Don't overthink it!"
"Alright, who would like to share their SEL power with the group? Just one word or a short phrase is perfectly fine. Let's hear some of these amazing strengths!"
(Facilitate a brief share-out. Encourage a few participants to share. Acknowledge and affirm each contribution.)
"Fantastic! Thank you for sharing. These are exactly the kinds of strengths we're talking about when we discuss social-emotional skills. They're already present within us, and we use them every single day."
What is SEL, Really? (Slide 3: What is SEL?)
"So, what exactly is Social-Emotional Learning? It's often defined as the process through which individuals 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."
"Think of it as the foundational skills for navigating life successfully. It's not just about academic intelligence; it's about emotional intelligence, social intelligence, and practical intelligence for living and working well with others."
"Why is this important for staff? Because just like students, we face daily challenges, diverse personalities, and complex situations. Our ability to manage our own emotions, understand our colleagues, resolve conflicts, and make thoughtful decisions directly impacts our effectiveness and well-being."
(Optional: Show the video 'What is SEL? (3 Minute Guide)' now or later, depending on pacing.)
The 5 Core SEL Competencies (Slide 4: The 5 Core SEL Competencies)
"CASEL, the Collaborative for Academic, Social, and Emotional Learning, has identified five core competencies that provide a framework for understanding SEL. We've actually just tapped into some of these with our warm-up activity!"
"I've provided a SEL Core Competencies Reading for you that goes into more detail, but let's briefly go over them:"
- Self-Awareness: This is about understanding your own emotions, strengths, values, and goals. It's knowing what makes you tick, what triggers you, and what truly motivates you.
- Self-Management: Once you're aware of your emotions, this is about managing them effectively. It's regulating your impulses, motivating yourself, and working towards your goals even when things get tough. Think about managing your stress during a busy week.
- Social Awareness: This involves understanding the perspectives of others and empathizing with them. It's about recognizing emotional cues, appreciating diversity, and understanding social norms. How do our colleagues feel? What are our students experiencing?
- Relationship Skills: This is about building and maintaining healthy, supportive relationships. It includes effective communication, conflict resolution, cooperation, and knowing when to ask for help. This is vital for team collaboration!
- Responsible Decision-Making: This is the ability to make constructive choices based on ethical standards, safety concerns, and an understanding of the consequences for oneself and others. It's weighing options and thinking through the impact of our actions.
"Take a moment to think about how these competencies show up in your daily role. Do you see any connections?"
SEL in Action (Slide 5: SEL in Action)
"Now, let's make this practical. I've given you an SEL in Action Worksheet. We're going to work through a couple of scenarios together. These are situations you might encounter in a school setting. For each scenario, I want you to identify which SEL competencies are most relevant and how you might apply those competencies in a productive way."
"Let's try the first one together. Imagine: A colleague is consistently late to team meetings, causing frustration among other team members."
"Which SEL competencies do you think are most at play here? How could you, as a staff member, utilize SEL skills to address this situation constructively?"
(Guide discussion. Prompt for Self-Awareness (of one's own frustration), Social Awareness (of colleague's potential reasons, impact on others), Relationship Skills (communicating effectively), Responsible Decision-Making (choosing a constructive approach). Allow time for groups or individuals to brainstorm. Emphasize empathetic approaches.)
"Excellent ideas! It's not just about pointing out the problem, but understanding the underlying dynamics and choosing a response that supports the relationship and the team's effectiveness."
"Now, for the second scenario on your worksheet, I'd like you to work with a partner or in small groups. Discuss the scenario and brainstorm how SEL competencies could be applied. You'll have about 5 minutes for this."
(Circulate and provide support as groups work.)
"Let's bring it back together. What did your groups come up with for the second scenario?"
(Facilitate a brief share-out from groups.)
Deep Dive: Discussion & Activities (Slide 6: Deep Dive)
"SEL isn't just about individual skills; it's about building a collective culture. For the next part of our session, we have a few options to deepen our understanding and practice."
"You have a choice:"
- SEL Discussion Prompts: Engage in small group discussions using the provided prompts to explore personal connections to SEL and its implications for our school.
- SEL Role-Play Activity: Participate in a role-playing exercise focusing on applying SEL skills in common school scenarios. This is great for hands-on practice!
- SEL Bingo Game: A fun, interactive game to reinforce your understanding of SEL concepts and how they relate to everyday experiences.
"Please choose the activity that interests you most, find a small group (3-4 people) for your chosen activity, and grab the relevant materials. We'll spend about 15 minutes here."
(Circulate, facilitate, and keep time. Ensure all groups have their chosen materials.)
"Alright everyone, let's bring it back together in 2 minutes, regardless of where you are in your activity. What were some key takeaways or 'aha!' moments from your chosen activity?"
(Facilitate a brief whole-group share-out, allowing 1-2 groups from each activity to share.)
Assessing Our Understanding (Slide 7: Check Your SEL IQ)
"To ensure we've all grasped the fundamental concepts, we'll now take a quick SEL Understanding Quiz. This isn't a test for a grade, but rather a self-assessment to help you identify areas where you feel confident and areas where you might want to explore further. There's also an Answer Key provided if you'd like to check your responses later."
"Please take about 5 minutes to complete the quiz individually. When you're done, you can hold onto it or review with the answer key if you wish."
(Distribute quizzes and manage time.)
Moving Forward: Implementing SEL (Slide 8: Moving Forward)
"Now that we've explored SEL, how do we integrate these superpowers into our daily work and school culture? It starts with intentional practice and a shared vision."
"I've prepared a SEL Implementation Project Guide and a corresponding SEL Project Rubric. This project is designed to help you think about how you can personally, or as part of a team, integrate SEL more deeply into your classroom, office, or school-wide initiatives over the coming weeks. It's an opportunity to apply what we've learned and make a tangible impact."
"You'll have time to review this project guide later, but I want to emphasize that even small, consistent steps can lead to significant change."
Cool Down: My SEL Reflection (Slide 9: Reflection)
"As we wrap up, let's take a moment for reflection. On your My SEL Reflection Cool Down sheet, please respond to the following prompt: 'One new insight I gained about SEL today is...' or 'One way I plan to apply SEL in my role this week is...'
"This reflection is for you, to help consolidate your learning and commit to a next step. Feel free to keep it, or if you'd like, you can share a brief thought as you leave."
Thank You! (Slide 10: Thank You)
"Thank you all so much for your active participation and thoughtful engagement today. Your commitment to both your own and our students' social-emotional well-being is truly commendable. Let's continue to build a school where everyone thrives!"


Warm Up
What's Your SEL Power?
Welcome! Let's start by thinking about the strengths you already bring to our school community every day. These strengths often connect directly to social-emotional learning skills.
Instructions:
- Think about your unique strengths as an educator or staff member. What is something you excel at that helps you connect with others, manage challenges, or understand yourself better?
- This could be a skill like active listening, empathy, problem-solving, maintaining a positive attitude, collaborating effectively, or staying calm under pressure.
- In the space below, briefly describe **one


Reading
The CASEL 5: Core Social-Emotional Competencies
Social-Emotional Learning (SEL) is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified five core, interrelated competencies that serve as a framework for understanding and implementing SEL across various settings. These competencies are not just for students; they are vital for adults in the school community to model, practice, and integrate into their professional lives.
1. Self-Awareness
Self-awareness is the ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. This includes the capacity to accurately assess one's strengths and limitations, with a well-grounded sense of confidence, optimism, and a "growth mindset."
For Staff, this looks like:
- Understanding your own stress triggers and emotional responses.
- Recognizing your personal biases and how they might affect interactions.
- Identifying your professional strengths and areas for growth.
- Having a clear sense of purpose and values in your work.
2. Self-Management
Self-management is the ability to successfully regulate one's emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. This includes the capacity to set and work toward personal and collective goals.
For Staff, this looks like:
- Managing workload and deadlines effectively.
- Responding calmly to challenging student behaviors or parent concerns.
- Setting professional goals and working diligently to achieve them.
- Practicing self-care strategies to prevent burnout.
3. Social Awareness
Social awareness is the ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. This includes understanding social and ethical norms for behavior and recognizing family, school, and community resources and supports.
For Staff, this looks like:
- Empathizing with students facing personal challenges.
- Understanding and respecting diverse cultural backgrounds of students and families.
- Recognizing the perspectives of colleagues during team planning or conflict.
- Identifying unspoken cues and emotional states in others.
4. Relationship Skills
Relationship skills are the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
For Staff, this looks like:
- Collaborating effectively with teaching teams or administrative staff.
- Communicating clearly and respectfully with parents.
- Mentoring new staff members or guiding student leaders.
- Resolving disagreements with colleagues professionally.
5. Responsible Decision-Making
Responsible decision-making is the ability to make constructive choices about personal behavior and social interactions across diverse situations. This involves considering ethical standards, safety concerns, and societal norms; and evaluating the consequences of various actions for the well-being of oneself and others.
For Staff, this looks like:
- Making fair and equitable decisions regarding student discipline.
- Considering the long-term impact of curriculum choices or policy changes.
- Choosing ethical responses when faced with difficult situations.
- Reflecting on potential consequences before acting in a crisis.


Worksheet
SEL in Action: Scenarios for Staff
This worksheet provides scenarios to help you practice identifying and applying SEL competencies in real-world school settings. Work individually or with a partner to discuss each scenario.
Instructions:
- Read each scenario carefully.
- Identify which of the 5 CASEL SEL competencies are most relevant to the situation.
- Describe how you, as a staff member, could apply those competencies to respond to the situation constructively.
Scenario 1: Collaborative Challenge
Scenario: A colleague is consistently late to team meetings, causing frustration among other team members who feel their time is not being respected and that important discussions are being delayed.
Relevant SEL Competencies: (List 2-3)
How would you apply these competencies to respond? (Think about your own feelings, your colleague's potential perspective, and constructive communication.)
Scenario 2: Student Support
Scenario: A student who is usually engaged and punctual has started arriving late to your class frequently, seems withdrawn, and has not been completing homework assignments. You've noticed a change in their demeanor over the past two weeks.
Relevant SEL Competencies: (List 2-3)
How would you apply these competencies to respond? (Think about empathy, gathering information, and planning a supportive approach.)


Discussion
SEL Discussion Prompts for Staff
Engage in small group discussions using the prompts below. The goal is to share perspectives, connect SEL to your professional experiences, and brainstorm ways to integrate it further into our school culture.
Instructions:
- In your small group (3-4 people), choose a facilitator to help guide the conversation.
- Take turns responding to the prompts. Ensure everyone has a chance to speak and be heard.
- Listen actively and build on each other's ideas.
Prompt 1: Personal Connection
- Think about a time when your own social-emotional skills (e.g., managing stress, communicating effectively, showing empathy) significantly helped you navigate a challenging situation with a student, colleague, or parent. Describe what happened and which SEL competency was most at play.
Prompt 2: Impact on School Climate
- How do you think a greater focus on adult SEL could positively impact our school's overall climate, staff morale, and student learning environment? Provide specific examples.
Prompt 3: Integration Ideas
- Brainstorm one or two practical ways we, as a staff, could integrate SEL principles into our daily routines, meetings, or professional development. This could be something small, like a quick check-in at the start of a meeting, or a larger initiative.
Prompt 4: Overcoming Challenges
- What potential challenges might arise when trying to prioritize adult SEL in our busy school environment? How might we address or overcome these challenges collectively?


Activity
SEL Role-Play Activity
This activity provides an opportunity to practice applying SEL competencies in common school scenarios through role-playing. This hands-on approach will help build confidence and practical skills.
Instructions:
- Divide into groups of 2-3 participants.
- Each group will select one scenario from the options below.
- Assign roles (e.g., Teacher A, Teacher B, Administrator, Parent, Student).
- Act out the scenario, focusing on applying relevant SEL competencies (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making) to achieve a positive and constructive outcome.
- After the role-play, discuss within your group:
- What SEL competencies were used effectively?
- What was challenging about the scenario?
- What could have been done differently?
Role-Play Scenarios:
Scenario A: Parent Communication
Characters: Teacher, Parent
Situation: A parent is upset about their child's recent grade on a project and believes the grading was unfair. They call you, the teacher, and are quite emotional and accusatory.
Focus SEL Competencies: Self-Management (teacher managing own emotions), Social Awareness (understanding parent's frustration), Relationship Skills (active listening, de-escalation, clear communication), Responsible Decision-Making.
Scenario B: Colleague Conflict
Characters: Colleague 1, Colleague 2, (Optional) Mediator/Administrator
Situation: Colleague 1 feels that Colleague 2 has been consistently leaving shared classroom resources disorganized, making it difficult for Colleague 1 to start their lessons on time. This has led to underlying tension and a recent passive-aggressive note exchange.
Focus SEL Competencies: Self-Awareness (recognizing one's own feelings/triggers), Self-Management (approaching calmly), Relationship Skills (assertive communication, constructive feedback, negotiation), Social Awareness (empathizing with workload/stress), Responsible Decision-Making.
Scenario C: Staff Meeting Disagreement
Characters: Administrator, Teacher A, Teacher B
Situation: During a staff meeting, a new school-wide policy is being discussed. Teacher A strongly disagrees with the policy, expressing their concerns loudly and interrupting others. Teacher B has concerns but is hesitant to speak up.
Focus SEL Competencies: Social Awareness (reading the room, understanding different viewpoints), Relationship Skills (respectful communication, facilitating participation), Self-Management (regulating reactions, active listening), Responsible Decision-Making (considering impact of policy, advocating constructively).
Scenario D: Student Emotional Outburst
Characters: Teacher, Student
Situation: A middle school student suddenly becomes visibly agitated and starts to shut down during an independent work period, murmuring negative comments about themselves and their abilities. Other students are starting to notice.
Focus SEL Competencies: Social Awareness (recognizing signs of distress), Self-Management (remaining calm), Relationship Skills (empathetic listening, offering support), Responsible Decision-Making (determining appropriate intervention, maintaining classroom environment).
Reflection Questions (for after role-play):
- Which SEL competencies did you find most challenging to apply in your scenario, and why?
- What did you learn about your own responses or habits during this role-play?
- How might practicing these skills regularly change your interactions in school?


Game
SEL Bingo: Find Someone Who...
Let's get to know each other's SEL strengths and experiences! This Bingo game encourages interaction and helps us recognize how SEL is already present in our daily lives and work.
Instructions:
- Grab a pen and your Bingo card.
- Circulate around the room and find colleagues who can truthfully say "yes" to a statement in one of the squares.
- When you find someone, ask them to write their initials in that square.
- A person can only initial ONE square on your card.
- The first person to get 5 squares in a row (horizontally, vertically, or diagonally) shouts "BINGO!" and wins! Continue playing until time is called, aiming for a blackout if possible.
SEL Bingo Card
FREE SPACE | Can articulate their personal values. | Actively listens when others speak. | Regularly sets professional goals. | Successfully resolved a conflict with a colleague. |
---|---|---|---|---|
Practices mindfulness or stress-reduction techniques. | Can identify a positive outcome from a challenging situation. | FREE SPACE | Shows empathy towards struggling students. | Collaborated effectively on a school project. |
Has given constructive feedback to a peer. | Recognizes their own emotional triggers. | Celebrates the successes of their colleagues. | Has adapted their teaching/work style for a diverse group. | Made a decision considering impact on the whole school. |
Helps others manage their stress. | Can explain what makes them feel motivated. | Regularly reflects on their professional practice. | Supports a positive classroom/work environment. | Mediated a disagreement between students. |
Offers help to colleagues without being asked. | Understands the cultural backgrounds of some students. | Seeks feedback to improve their skills. | Takes initiative to solve problems. | Expressed gratitude to another staff member. |


Quiz
SEL Understanding Quiz

Project Guide
SEL Implementation Project Guide: Bringing SEL to Life
This project is designed to help you integrate Social-Emotional Learning (SEL) principles into your professional practice or within our school community. The goal is to move from understanding SEL to actively applying it, fostering a more supportive and thriving environment for both adults and students.
Project Goal: To identify, plan, and initiate a small, actionable step or strategy to enhance SEL for yourself, your colleagues, or your students over the next 2-4 weeks.
Part 1: Reflection and Identification (Individual/Team)
- Identify an Area of Focus: Based on what you learned today, reflect on your role and choose one SEL competency (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making) that you would like to personally strengthen or that you see as an area for growth within your team/classroom/school.
- My chosen SEL Competency:
- My chosen SEL Competency:
- Define the Need/Opportunity: What specific situation, challenge, or opportunity exists where applying this SEL competency could make a positive difference? Be concrete.
- The need/opportunity:
- The need/opportunity:
Part 2: Project Planning (Individual/Team)
- Set a SMART Goal: Develop a Specific, Measurable, Achievable, Relevant, and Time-bound goal for your SEL implementation project. What do you want to achieve?
- My SMART Goal:
- My SMART Goal:
- Outline Action Steps: What concrete actions will you take to achieve this goal? Break it down into 2-3 manageable steps.
- Action Step 1:
- Action Step 2:
- Action Step 3 (Optional):
- Action Step 1:
- Identify Resources/Support: What resources will you need? Who might you collaborate with or seek support from?
- Resources/Support Needed:
- Resources/Support Needed:
Part 3: Implementation and Reflection (Ongoing)
- Execute Your Plan: Over the next 2-4 weeks, put your action steps into practice.
- Monitor Progress: Briefly track your efforts and observations. What did you notice? What went well? What was challenging?
- Progress Notes (Optional):
- Progress Notes (Optional):
- Reflect on Impact: After the chosen timeframe, reflect on the impact of your efforts. Did you achieve your goal? What did you learn? How did this experience enhance SEL for yourself or others?
- Reflection on Impact:
- Reflection on Impact:
Submission / Sharing (Optional)
- Be prepared to briefly share your project and reflections with a colleague or during a future staff meeting if an opportunity arises. The focus is on learning and growth, not formal assessment. Your SEL Project Rubric outlines the criteria for a successful project.


Rubric
SEL Implementation Project Rubric
This rubric will be used as a guide for your SEL Implementation Project. The goal is to encourage thoughtful planning, realistic action, and meaningful reflection on how you can integrate SEL into your professional context.
Audience: Teachers, Principals, and Staff
Criteria | Exceeds Expectations (4) | Meets Expectations (3) | Developing (2) | Not Yet Meeting Expectations (1) |
---|---|---|---|---|
Area of Focus & Need | Clearly identifies a highly relevant SEL competency and a specific, compelling need/opportunity for integration. | Clearly identifies a relevant SEL competency and a specific need/opportunity for integration. | Identifies an SEL competency and a general need/opportunity, but lacking specificity. | Identifies a vague SEL competency or fails to clearly articulate a need/opportunity. |
SMART Goal | Develops a highly specific, measurable, achievable, relevant, and time-bound goal that is innovative and impactful. | Develops a clear SMART goal that is specific, measurable, achievable, relevant, and time-bound. | Goal is somewhat specific and measurable but may lack one or more SMART criteria (achievable, relevant, time-bound). | Goal is vague, not measurable, or not clearly connected to the identified SEL competency/need. |
Action Steps | Outlines detailed, logical, and highly feasible action steps (3+) that demonstrate deep thought and practical application. | Outlines clear and logical action steps (2-3) that are feasible and directly support the goal. | Action steps are somewhat vague or not entirely logical/feasible, making successful implementation difficult. | Action steps are missing, unclear, or do not directly relate to the stated goal. |
Resources/Support | Identifies comprehensive and appropriate resources/support, including potential collaborators, demonstrating proactive planning. | Identifies appropriate resources/support for the project, indicating forethought. | Identifies some resources/support, but they may be incomplete or not fully aligned with the project's needs. | Fails to identify necessary resources or support, or lists resources that are irrelevant. |
Reflection on Impact | Provides a thorough, insightful, and critical reflection on the project's impact, clearly linking outcomes to SEL growth. | Provides a clear reflection on the project's impact, noting successes, challenges, and lessons learned related to SEL. | Reflection is somewhat superficial or only broadly describes outcomes, lacking specific connections to SEL. | Reflection is missing or provides only minimal, undetailed information about the project's impact. |
Overall Effort & Engagement | Demonstrates exceptional commitment, creativity, and a proactive approach to SEL integration beyond basic requirements. | Demonstrates strong effort and thoughtful engagement in the planning and conceptualization of SEL integration. | Shows some effort, but the project might feel rushed or lack depth in its approach to SEL integration. | Minimal effort demonstrated; project appears incomplete or shows a lack of understanding of SEL integration principles. |
Total Score: ____ / 24
Feedback:


Cool Down
My SEL Reflection
As our session on SEL concludes, take a few moments to reflect on your learning and consider a personal next step. This reflection is for you to consolidate your insights.
Instructions:
Choose ONE of the following prompts and respond thoughtfully in the space provided.
-
Option A: One new insight I gained about Social-Emotional Learning today is...
-
Option B: One way I plan to apply SEL in my role (as a teacher, principal, or staff member) this week is...
Thank you for your thoughtful engagement!


Answer Key
SEL Understanding Quiz Answer Key
Here are the answers and explanations for the SEL Understanding Quiz. Use this to check your understanding and reinforce your learning about Social-Emotional Learning.
Question 1: Which of the following is NOT one of the five core SEL competencies according to CASEL?
- Correct Answer: Self-Improvement
- Explanation: The five core SEL competencies are Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. While self-improvement is a positive outcome of SEL, it is not one of the foundational competencies defined by CASEL.
Question 2: Briefly define Social-Emotional Learning (SEL) in your own words. (2-3 sentences)
- Possible Answer: SEL is the process of acquiring and applying skills to understand and manage emotions, set and achieve goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. It's about developing essential life skills for personal well-being and effective interaction within a community.
- Explanation: A good definition should capture the essence of emotional intelligence, goal-setting, empathy, relationship building, and ethical decision-making.
Question 3: When a staff member recognizes their own stress triggers and how they influence their behavior, they are primarily demonstrating which SEL competency?
- Correct Answer: Self-Awareness
- Explanation: Self-awareness involves accurately recognizing one's own emotions, thoughts, values, and how they influence behavior. Understanding personal triggers is a key aspect of this competency.
Question 4: A principal who actively listens to feedback from teachers, even when it's critical, and considers different perspectives during policy discussions is demonstrating strong _________ skills.
- Correct Answer: Social Awareness
- Explanation: Social awareness is the ability to take the perspective of and empathize with others, including understanding different viewpoints and recognizing emotional cues. Active listening and considering diverse perspectives are hallmarks of social awareness.
Question 5: Provide one example of how a teacher might apply 'Self-Management' in their daily classroom or school duties.
- Possible Answers:
- A teacher might practice self-management by taking a few deep breaths and pausing before responding to a student who has just challenged their authority, rather than reacting impulsively.
- A teacher could use self-management to prioritize their workload and tasks effectively during a busy school day, ensuring they meet deadlines and manage stress.
- A teacher might set a personal goal to dedicate 15 minutes each day to planning for the next day, demonstrating self-discipline and working towards a positive professional outcome.
- Explanation: Self-management involves regulating emotions, thoughts, and behaviors effectively, managing stress, controlling impulses, and motivating oneself to achieve goals. Examples should illustrate these aspects in a school context.

