The CASEL Framework: An Overview of Social-Emotional Learning

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 Five Core Competencies

CASEL (the Collaborative for Academic, Social, and Emotional Learning) has identified five core competencies that provide a helpful framework for understanding and implementing SEL.

1. Self-Awareness

Self-awareness is the ability to understand one's own emotions, thoughts, and values, and how they influence behavior across contexts. This includes accurately assessing one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

Key skills include:

• Identifying emotions
• Accurate self-perception
• Recognizing strengths
• Self-confidence
• Self-efficacy

2. Self-Management

Self-management is the ability to manage one’s emotions, thoughts, impulses, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Key skills include:

• Managing emotions
• Identifying and using stress-management strategies
• Self-motivation
• Goal-setting
• Organizational skills

3. Social Awareness

Social awareness is the ability to understand the perspectives of others and empathize with them, including those from diverse backgrounds, cultures, and contexts. This includes the capacity to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Key skills include:

• Perspective-taking
• Empathy
• Appreciating diversity
• Respect for others
• Understanding social cues

4. Relationship Skills

Relationship skills are the ability to establish and maintain healthy and supportive relationships and to navigate effectively through diverse settings. This includes the capacities to communicate clearly, listen actively, cooperate, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Key skills include:

• Communication
• Social engagement
• Building relationships
• Teamwork
• Conflict resolution

5. Responsible Decision-Making

Responsible decision-making is the ability to make caring and constructive choices about personal behavior and social interactions across diverse situations. This involves considering ethical standards and safety concerns, and evaluating the benefits and consequences of various actions for personal, social, and collective well-being.

Key skills include:

• Identifying problems
• Analyzing situations
• Problem-solving
• Ethical responsibility
• Reflecting on consequences

The Benefits of SEL

Research consistently shows that effective SEL programs lead to a wide range of positive outcomes for students, including:

• Improved academic achievement: Students with stronger SEL skills tend to perform better academically, with higher grades and test scores.
• Enhanced classroom behavior: SEL helps reduce disruptive behaviors and create a more positive learning environment.
• Better social-emotional well-being: Students develop greater self-confidence, empathy, and ability to manage stress.
• Positive school climate: Schools that prioritize SEL often experience a more supportive and inclusive culture.
• Long-term success: The skills learned through SEL are vital for success in college, career, and life.

Personal SEL Reflection Journal

This journal is a space for you to reflect on your own social-emotional learning journey and how you can integrate SEL into your classroom practice.

Section 1: Initial Thoughts

1. Before today, what was your understanding of Social-Emotional Learning (SEL)?
   
   
   
   
   
   

2. What aspects of SEL do you think are most relevant to your students?
   
   
   
   
   
   

Section 2: Connecting SEL to Student Success

1. Think about a student you've taught who demonstrated strong social-emotional skills. How did these skills positively impact their learning, their interactions with peers, or their overall classroom experience?
   
   
   
   
   
   
   
   
   
   
   

2. Now, think about a student who struggled with certain social-emotional skills (e.g., managing emotions, resolving conflicts, understanding others' perspectives). How did these struggles affect their academic progress or their behavior in the classroom?
   
   
   
   
   
   
   
   
   
   
   

Section 3: Reflection & Goal Setting

1. After today's discussion and activities, what was one key takeaway for you regarding SEL?
   
   
   
   
   
   

2. Which of the five SEL competencies (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making) do you feel is most important to focus on with your students right now, and why?
   
   
   
   
   
   
   
   
   
   
   

3. What is one specific, small step you can commit to taking next week to integrate SEL more intentionally into your classroom? Be specific about how you will implement it.
   
   
   
   
   
   
   
   
   
   
   

4. How might focusing on SEL benefit you, as a teacher?
   
   
   
   
   
   

Classroom Scenarios Discussion Guide

Instructions: In your small groups, read through the following scenarios. Discuss which SEL competencies are most relevant in each situation and brainstorm practical strategies for how a teacher could address the situation using an SEL-informed approach. Be prepared to share your ideas with the larger group.

Scenario 1: The Frustrated Student

Scenario

During an independent math activity, a 4th-grade student named Alex throws their pencil down and puts their head on the desk, muttering, "I can't do this! This is too hard!" They appear visibly upset and are starting to distract other students.

Discussion Prompts

• Which SEL competencies are most at play here (e.g., Self-Awareness, Self-Management)? How?
  
• What specific strategies could the teacher use to help Alex in this moment?
  
• How could the teacher proactively support students like Alex in developing these skills over time?

Scenario 2: Group Project Conflict

Scenario

In a 7th-grade science class, a group of students is working on a presentation. Two students, Maria and David, are arguing loudly about who gets to present a particular section. They are unwilling to compromise, and the tension is impacting the whole group's progress.

Discussion Prompts

• Which SEL competencies are most relevant to this situation?
  
• What steps could the teacher take to de-escalate the conflict and help Maria and David resolve their differences constructively?
  
• How can teachers foster better relationship skills and responsible decision-making in group work?

Scenario 3: The Isolated New Student

Scenario

A new 2nd-grade student, Sofia, has joined the class a few weeks ago. She often sits alone during free play and seems hesitant to join in conversations. Other students are polite but haven't actively invited her into their activities.

Discussion Prompts

• Which SEL competencies are important for both Sofia and her classmates in this scenario?
  
• What strategies could the teacher implement to help Sofia feel more included and to encourage her classmates to demonstrate social awareness and relationship skills?
  
• How can a classroom culture be built to welcome and support all students, especially new arrivals?

Scenario 4: Ethical Dilemma in the Classroom

Scenario

A 10th-grade student, Liam, confides in you that he saw another student, Chloe, cheating on a test by looking at notes hidden under her desk. Liam is uncomfortable and unsure whether he should report it, as Chloe is his friend.

Discussion Prompts

• Which SEL competencies are at the forefront of Liam's dilemma?
  
• How can the teacher guide Liam through this situation, helping him to consider the implications of responsible decision-making without dictating his actions?
  
• What broader classroom discussions or activities could help students develop ethical reasoning and responsible decision-making skills?