Social and Emotional Learning
All students deserve high-quality, engaging, and comprehensive instruction that addresses their social, emotional, and academic needs in a safe, supportive, and equitable environment. The integration of Social and Emotional Learning (SEL) is a vital component in K-12 education and it contributes to students’ academic and career success. The list of beneficial outcomes from implementing Social and Emotional Learning (SEL) is extensive and well-researched. Students experience improved academic performance and success, better social relationships, improved decision-making and problem-solving skills, and a better understanding of self and postsecondary options. Additionally, relationships between school staff and families are enhanced; and students and school faculty benefit from a safer and more positive school climate that is conducive to a healthy and productive learning environment. (K–12 Social and Emotional Learning Across Connecticut - A Statewide Landscape Scan, Fall 2021)
State of Connecticut’s definition of SEL: The process through which children and adults achieve emotional intelligence through the competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Public Act 19-166). CT General Statutes
A student’s realistic understanding of their strengths and limitations and consistent desire for self-improvement.
A student’s success in controlling their emotions and behaviors, to complete a task or succeed in a new or challenging situation.
A student’s tendency to be careful and reliable in their actions and in contributing to group efforts.
A student’s approach to problem-solving that involves learning from others and from their own previous experiences, using their values to guide action, and accepting responsibility for their decisions.
A student’s initiation of, and persistence in completing tasks of varying difficulty.
A student’s capacity to interact with others in a way that shows respect for their ideas and behaviors.
A student’s consistent performance of socially acceptable actions that promote and maintain positive connections with others.
A student’s attitude of confidence, hopefulness, and positive thinking regarding themselves and their life situations in the past, present, and future.
- WHAT IS SOCIAL EMOTIONAL LEARNING (SEL)?
- WHY SCHOOLWIDE SEL?
- WHAT IS THE DEVEREUX STUDENT STRENGTHS ASSESSMENT (DESSA)?
- Q: WHAT ARE EXAMPLES OF THE QUESTIONS ASKED ON THE DESSA MINI, DESSA (FULL), AND DESSA HSE?
- WHAT ARE THE SPECIFIC SEL SKILL COMPETENCY AREAS MEASURED BY THE DESSA?
- WHO ADMINISTERS THE DESSA AND SEES THE SCORES?
- HOW DO I INTERPRET MY STUDENT’S DESSA SCORE(S)?
- WHAT ARE THE CONFIDENTIALITY COMMITMENTS?
- HOW IS THE DATA BEING USED AT STUDENT, CLASSROOM, BUILDING, AND DISTRICT LEVELS?
- HOW LONG ARE THE SCORES KEPT AND DO THE SCORES FOLLOW STUDENTS FROM YEAR TO YEAR?
- HOW ARE WE COMMUNICATING WITH PARENTS?
- WHAT IS THE GUIDANCE OR CRITERIA FOR USING DESSA MINI AND THE FULL DESSA?
- WHO SHOULD RATE MIDDLE AND HIGH SCHOOL STUDENTS THAT HAVE MULTIPLE TEACHERS?
- WHAT CAN PAENTS DO TO HELP SUPPORT SEL?
- ARE PARENTS ABLE TO OPT OUT OF THE DESSA?