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Health Framing Statement

Socio-emotional learning (SEL) is gaining the hard-earned attention of the educational

world. The fact that it’s been given an acronym hints at the current importance of the term. More

than just a buzz word, however, SEL programs have been implemented across the nation. Most

programs, however, are restricted to specific time slots, with little transference across subject

areas. With so little precious time available for subjects other than the core curriculum, it is

increasingly imperative that teachers begin to see SEL as skills they can integrate into content

areas and provide students opportunities for practicing throughout the school day. In this lesson I

taught K-6 students in a mixed-grade classroom, I integrated a conflict management activity into

the designated health curriculum.

Socio-emotional learning is crucial in today’s technology-driven educational experiences.

As students spend more time on computers in school, they are having less meaningful face-to-

face conversations. Most older students use cell phones at school to communicate via social

media and texting. Back in 2012, the Pew Research Center found that only 33% of teens claimed

they communicated daily by talking face to face with friends. Fast forward to 2018, and 95% of

teens have regular access to smartphones, and 45% say they are online almost constantly

(Anderson & Jiang, 2018). In another recent study (Twenge, Martin, & Campbell, 2018), it was

found that adolescent self-esteem, life satisfaction, and happiness decreased the more hours per

week they spent on screens. Even in the elementary class I taught this lesson to, there are at least

three out of eighteen students who have personal cell phones, and many more frequently cite as

their favorite activities those dependent on technology and digital screens.

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In the small rural Alaskan school I substitute at, online instruction has replaced face-to-

face instruction for many subject areas in the secondary grades. They wear headphones and keep

their phones close at hand to stay connected under the guise of listening to music. Breaking

through this barrier of technological escapism is my modus operandi as a substitute. They are

often annoyed at me for interrupting their noisy, distracting solitude. Initially they’re eager to

duck back into their bubble and brush off my inquiries with one-word responses. But when I

really press them with my interest in what they’re learning, many are quite responsive and chatty.

It’s as if they’re craving the relationships and connections that they’re missing in online formats.

The elementary classroom setting isn’t usually as technology-driven as are secondary

classes, but students are still spending growing amounts of time on computers and interacting

with digital devices. As kids spend less and less time interacting in classroom discussions, there

continues to be a growing need for addressing the social skills that are less frequently being

practiced. Students still need, perhaps now more than ever, explicit instruction and practice in

socio-emotional skills like resolving conflicts respectfully, managing anger and impulsivity, and

taking responsibility for ones’ own actions. The conflict management lesson I taught was in

response to repeated occurrences in the classroom of heated arguments, and I was glad to be able

seize the learning opportunity.

The Collaborative for Academic, Social and Emotional Learning (CASEL) has identified

five core competencies of SEL: self-awareness, self-management, social awareness, relationship

skills, and responsible decision-making. All of these competencies can be practiced and

strengthened in multiple content areas, guiding curriculum choices and instructional practices.

When we allow student perspectives to guide curriculum and instruction, they are given
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a voice, engaging their interest, and empowering them. A 2017 Gallup student poll found that

53% of high schoolers are not engaged or are actively disengaged. Understanding student

perceptions of their experiences are necessary to make school more engaging and interactive.

Embedding SEL throughout their educational experiences offers students opportunities to focus

on deeper issues and voice their concerns. As Trish Shaffer, a leading SEL coordinator in

Washoe County School District, NV pleads, “we as adults must become more comfortable

watching students solve problems while we facilitate without taking over.” (CASEL, 2018). The

county is working on helping teachers embed student voice into their existing practices.

Encouraging student voice and practicing skills like empathy, respect, self-management,

cooperation, and responsible decision-making shouldn’t be just one more thing added to the

plate of responsibilities of schools. The development of these skills are the plate and utensils

that feed healthy young people who value school.

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References

Anderson, M. and Jiang, J. (2018). “Teens, social media & technology 2018”. Pew Research

Center: Internet and Technology. Retrieved on December 5, 2018 from http://

www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/.

Anderson, M. and Jiang, J. (2018). “Teens’ social media habits and experiences”. Pew Research

Center: Internet and Technology. Retrieved on December 5, 2018 from http://

www.pewinternet.org/2018/11/28/teens-social-media-habits-and-experiences/

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2018). “Empowering

youth voice”. SEL Trends, volume 2. Retrieved on December 5, 2018 from https://casel.org/

wp-content/uploads/2018/07/SEL-Trends-Youth-Voice.pdf

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2018). “Integrating with

academics”. SEL Trends, volume 3. Retrieved on December 5, 2018 from https://casel.org/

wp-content/uploads/2018/10/SEL-Trends-3-10232018.pdf

Gallup, Inc. (2017). Gallup Student Poll. Retrieved on December 5, 2018 from http://

www.gallupstudentpoll.com/197492/2016-national-scorecard.aspx

Pew Center Research. (2012). Teens, Smartphones, and Texting. Retrieved on December 5, 2018

from http://www.pewinternet.org/2012/03/19/teens-smartphones-texting/

Twenge, J. M., Martin, G.N., Campbell, W. K. (2018). Decreases in psychological well-being

among American adolescents after 2012 and links to screen time during the rise of smartphone

technology. Emotion, Vol 18(6), 765-780.