October 2021

Supporting the Whole Child

By Sean Moore & Holly Barrett

There has been quite a bit of research in the last 20 years about the importance of emotional intelligence and social and emotional learning (SEL) on student success.  Emotional intelligence is defined as the ability for individuals to identify their own emotions and the emotions of others, and to be able to utilize that information to inform thinking and behaviors.  The Collaborative for Academic, Social, and Emotional Learning (CASEL) is one of the leading SEL models and identifies five main competencies focusing on personal and social skills that are important for student success.  These competencies include self-awareness, self-management, social awareness, relationship skills, and responsible decision making (CASEL, 2021).  Research suggests that these “non-cognitive” skills related to SEL may be equally important, if not more, to traditional cognitive skills that students need for life success (Zins et al., 2007) and may even improve cognitive gains. One large meta-analysis in 2011 which looked at 207,000 students between kindergarten and 12th grade noted an increase in standardized test scores for students that were involved in a SEL program.  Furthermore, students showed improvements in their overall behaviors, attitudes, and social and emotional skills (Durlak et al., 2011).

The most critical time for SEL may be during early adolescence.  This is the time period where students experience increased neurological, physical, emotional, and behavioral development.  There are also a lot of social changes that occur during the adolescent years, and teens deal with a new level of parent and family conflict, peer relationship concerns, and academic pressure.  This creates the perfect situation for psychological stress. Tippit Middle School is one of the leading campuses in Georgetown ISD for embedding Social & Emotional Learning practices into our classrooms. As part of the first cohort of the SEL rollout in GISD, Tippit administration, counselors, and teachers understand and believe in the importance of focusing on the whole child. Tippit staff have been trained in trauma-informed practices, social and emotional learning, Capturing Kids' Hearts, how to support student's executive functioning deficits, and more. The focus on GISD Learner Profile attributes in the daily curriculum also supports student ability to socialize and emotionally regulate.

One vital component of Tippit's SEL plan is the Mood Meter. Each day during 2nd period, all students are asked to fill out the Mood Meter located on their Student Counselor App Site or in their Google Classroom. Students have different questions each day that require them to reflect on their weekend or week, their social life, and their mood. Questions are designed to be both self-reflective for students as well as provide a snapshot of the pulse of the campus to counselors and the administration. The primary benefit is that the Mood Meter provides a way for students to learn some emotional regulation and self-monitoring skills, while also giving students an opportunity to quickly request a check-in with counselors if needed. Students who are in the green or blue section of the Mood Meter are in the "Yes Brain", meaning they are ready for learning. Students who are in the red or yellow section of the Mood Meter are in the "No Brain", meaning it is going to be difficult for them to focus or retain information.

To further assist students who are in the "No Brain", we have implemented a variety of options. One is the addition of a calming room. We partnered with the Tippit PTA during the 2020-2021 school year to create calming spaces for both our students and staff. Students have access to the "Annabel Room" when they are emotionally dysregulated and need time and space to reset. In addition, GISD has added licensed therapists who split time between the schools and can meet with students who have been referred for additional support. Care Solace is also available to families at no cost to support in connecting with community mental health support providers (contact a counselor for more information).

Tippit Middle School is committed to helping each student grow educationally and recognizes the impact social and emotional well being has on a student's academics, and will continue to explore and implement Social and Emotional Learning in our classrooms and school. For more information about the impact of social & emotional learning on student success, check out this literature review.

References

CASEL (Collaborative for Academic, Social, and Emotional Learning). (2021). Core SEL competencies. Retrieved from: https://CASEL.org/core-competencies/

CASEL (Collaborative for Academic, Social, and Emotional Learning). (2021). What does the research say? Retrieved from: https://casel.org/fundamentals-of-sel/ what-does-the-research-say/

Durlak, J. A., Wessberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child development, 82(1), 405-432. http://doi.org/10.1111/j.1467-8624.2010.01564.x

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational & Psychological Consultation, 17, 191-192.