NC SEL Implementation

Social and Emotional Learning Implementation

SEL Defined 

Social and emotional learning (SEL) is an integral part of education and human development. 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.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy and just communities.

 

CASEL Core Competencies 

Graphic depicting the areas of SEL

Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.  

Download the CASEL Wheel & Competencies (PDF)

 

SEL Impact

Where do students need social and emotional skills?  

Stock photo of a school's floorplan

Research on SEL indicates connections with achievement and an overall impact on students.  

See this meta-analysis summary on SEL's impact.  

NC Vision for Social Emotional Learning in NC PK -12 Public Schools:
North Carolina PK-12 public schools are safe, productive, restorative, and enjoyable learning communities where each student, staff, and family member experiences mutual respect and a sense of belonging. In partnership with families and communities, our schools provide equitable academic, social, emotional, and behavioral learning through positive relationships and modeling by compassionate adults. Immersed in a supportive system, our staff value their own social emotional learning as a form of self-care, care for colleagues, and care for students. The same supportive system produces resilient students who graduate empowered to solve problems, communicate effectively, empathize with others, and pursue goals for further education, employment, and contribution to their communities.

GOALS for Implementing Social Emotional Learning in NC PK -12 Public Schools:

  1. Build and/or align state and local infrastructure to support social emotional learning
  2. Identify and promote statewide use of best practices for adult and student social emotional learning
  3. Track, assess, and share advancements in social emotional learning across the state

SBOE Strategic Plan Goals Specifically Impacted by Social Emotional Learning in NC PK -12 Public Schools:

  1. Decrease the number of exclusionary discipline practices by subgroup (suspensions and expulsions)
  2. Improve school climate measures across all schools and grade levels
  3. Decrease the high school dropout rate for each subgroup
  4. Increase the percentage of students proficient in math by subgroup
  5. Increase the percentage of grades 3-8 math and ELA EOG subgroup test scores meeting the ESSA Yearly Measures of Interim Progress
  6. Increase the percentage of students proficient in science by subgroup
  7. Increase number of schools meeting or exceeding growth measure by subgroup

 

Equity 

CASEL believes SEL instruction and opportunities are essential to an effective and sound education for all children and youth regardless of race, socioeconomic status, gender, and/or other cultural differences.  

 

SEL Connections 

NC MTSS
SEL is integrated throughout the layers of a Multi-Tiered System of Support.  

WSCC
SEL supports NC Health Schools' implementation and multiple components of our Whole Child, Whole Community, Whole Child model.  

School Based Mental Health
SEL supports school-based mental health and wellness of students and staff.  SEL is asset-based, preventative, and proactive in ensuring mental wellness in all students.  

CTE
SEL supports the mission of Career and Technical Education empowering students to be successful citizens, workers, and leaders in a global economy. 

NC SEL Implementation Plan

NC SEL Implementation Plan

NC SEL Implementation Plan 

CASEL State Education Agency Theory of Action

CASEL State Education Agency Theory of Action

CASEL State Education Agency Theory of Action 

NC SEL Implementation Team

NC SEL Implementation Team

 

CTE CCS DHHS EC IABS NCVPS
Robert Van Dyke Joe Maimone Alison Drain  Heidi Austin  Lynn Bailey  Christopher Coby 
    Laura Muse  Felicia Goodgion  Angel Batts  Geetanjali Soni
    Susan Robinson  Lauren Holahan  Osmond Lister   
    Rachel Zarcone  Lynn Makor  Anne Nixon   
      Lisa Taylor Beth Rice   

 

District/LEA OCS OEL&FPG RST Residental Schools SCI
Lisa Brenner, GCS Ashley Baquero Dawn Meskil  Frances Harris Burke    Ivanna Man Thrower Anderson
    Dan Tetreault Stephanie Dischiavi   Stacy Daniel
    Keashia Walker  Melany Paden   Ellen Essick
    Catasha Willaims  Catherine Stickney  Cynthia Floyd
    Sherri Williams      Sayward Grindley
          Anne Marie Gunter
          Debra Hall 
          Justyn Knox 
          Pachovia Lovett 
          Susanne Schmal
        Denise Schulz

 

Federal Programs
Tim Dryman