Fairfield Public Schools believes that lifelong learners, responsible citizens, and successful participants in an ever-changing global society demonstrate highly developed social-emotional competencies. Research shows social-emotional learning enhances the potential for academic success, advances educational equity, and fosters resilience and connectedness.
FPS, in partnership with families and the broader community, is committed to creating an environment that recognizes the importance and development of the following essential SEL competencies (Collaborative for Academic, Social and Emotional Learning [CASEL],2020) for all individuals in the FPS:
Current research indicates that social and emotional learning is critical to students’ academic, social, personal, and professional success and encompasses skills students need both in school and beyond in life. (Durlak et al., 2011). Connecticut K–12 Social and Emotional Learning Executive Summary
Additionally, a systemic, schoolwide approach to SEL:
Improves the school environment, which results in better social and academic outcomes for students. An evaluation of CASEL’s Collaborating District Initiative (CDI)—a multiyear, systemic SEL initiative in multiple school districts—showed a variety of positive outcomes both for the school as a whole (improved climate and increased attendance) and for students (academic performance, social and emotional competence, and fewer disciplinary referrals) (CASEL, 2017).
Helps schools coordinate diverse services and programs (Elias et al., 2015; Oberle et al., 2016). Schools typically tackle many in-school and out-of-school programs aimed at prevention (e.g., substance abuse prevention, bullying prevention) and promoting student achievement and well-being. When fragmented, this kind of programming demoralizes staff and impairs student learning (Elias et al., 2015). Systemic SEL provides a framework to coordinate existing programs into one initiative with a common infrastructure, vision, and language (Meyers et al., 2018).
Ensures students experience SEL in a consistent and coherent way. Students learn and apply social and emotional competencies more rapidly and effectively when the messages they receive across settings are aligned and mutually reinforcing. A systemic approach to SEL brings all of the developmental agents in a student’s life together to teach, learn from, and communicate with one another.
Promotes cultural responsiveness through authentic partnerships with families and community partners, who play key roles in supporting students’ academic, social, and emotional development (Chartock, 2010; Delgado-Gaitan & Trueba, 1991; Hollins, 1996).
MindUp is a researched-based classroom program that utilizes principles from neuroscience, positive psychology, mindful awareness, and Social Emotional Learning (SEL). The aim of MindUp is to help students focus their attention, improve self-regulation skills, build resilience to stress, and develop a positive mindset in school and in life by teaching students about their brains and introducing them to mindful breathing. MindUp creates a positive classroom environment and builds focus, resilience, and compassion in students, enabling them to better regulate emotions in the face of social and academic challenges.
Second Step is a research-based program, which utilizes classroom-based social skills lessons for students in elementary through middle school (ages 4–14 years). It is designed to increase children’s social competence and other protective factors. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing research. It is intended to teach children to identify and understand their own and others’ emotions, choose positive goals, and successfully manage emotional reactions .
Restorative practices focus on resolving conflict and healing harm. Restorative justice seeks the root cause behind individual and group behaviors instead of treating the behavior as an isolated symptom or judging students as good or bad based on isolated incidents. These practices assume that all students are worthy and deserving (a fundamental assumption), that behavior is learned, and that a specific incident is an extension of some other issue needing resolution.
The Zones of Regulation is a proactive, skills-based approach program to facilitate students’ understanding of emotions and how to regulate emotions. The program is a used as a tool to help kids identify, address, and use strategies to effectively understand and communicate their emotions, and develop problem-solving skills.
