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Social and Emotional Learning FAQ's

  •  Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.  Learn More

  • Socially and emotionally competent children and youth are skilled in five core areas:

    • They are self-aware. They are able to recognize their emotions, describe their interests and values, and accurately assess their strengths. They have a well-grounded sense of self-confidence and hope for the future.
    • They are able to regulate their emotions. They are able to manage stress, control impulses, and persevere in overcoming obstacles. They can set and monitor progress toward the achievement of personal and academic goals and express their emotions appropriately in a wide range of situations.
    • They are socially aware. They are able to take the perspective of and empathize with others and recognize and appreciate individual and group similarities and differences. They are able to seek out and appropriately use family, school, and community resources.
    • They have good relationship skills. They can establish and maintain healthy and rewarding relationships based on cooperation. They resist inappropriate social pressure; constructively prevent, manage, and resolve interpersonal conflict; and seek and provide help when needed.
    • They demonstrate responsible decision-making at school, at home, and in the community. In making decisions, they consider ethical standards, safety concerns, appropriate social norms, respect for others, and the likely consequences of various courses of action. They apply these decision-making skills in academic and social situations and are motivated to contribute to the well-being of their schools and communities. Learn More
  • Our emotions and relationships affect how and what we learn and how we use what we learn in work, family, and community contexts. On the one hand, emotions can enable us to generate an active interest in learning and sustain our engagement in it. On the other hand, unmanaged stress and poor regulation of impulses interfere with attention and memory and contribute to behaviors disruptive to learning.

    Moreover, learning is an intrinsically social and interactive process. It takes place in collaboration with one’s teachers, in the company of one’s peers, and with the support of one’s family. Relationships are the engine of learning. Learn More

  • Several hundred studies using experimental designs with control groups have documented the positive effects of SEL programming on children of diverse backgrounds from preschool through high school in urban, suburban, and rural settings.

    The research clearly demonstrates that SEL programming significantly improves children’s academic performance on standardized tests. Moreover, compared to control groups, children who have participated in SEL programs have significantly better school attendance records, less disruptive classroom behavior, like school more, and perform better in school. The research also indicates that children who have participated in SEL programs are less likely than children in control groups to be suspended or otherwise disciplined. 

    Learn more about the impact of SEL

    Learn more about the research behind SEL

  • About the DESSA? Click here.

    Per House Enrolled Act (HEA) 1447, parents/caregivers have the right to review and inspect all DESSA-related materials. To view additional information about the DESSA, the privacy policy, or the parent portal, visit


  • In 2019, the Indiana Department of Education released seven SEL competencies in response to a request for additional support in this area from Indiana’s education stakeholders. These SEL competencies are best practice to be taught in K-12 schools.


    SEL falls within Indiana Codes 20-30-5-6 (Good Citizenship Instruction), 20-30-5-5 (Morals Instruction), 20-30-5-14 (Employability Standards).


    IC 20-30-5-6 Good Citizenship Instruction


    IC 20-30-5-5 Morals Instruction


    IC 20-30-5-14 Employability standards


    Employability standards:


    Every Student Succeed Act (ESSA) requires states to address supporting all students. Indiana spoke to the importance of well-rounded education which requires schools to develop their students’ academic skills while attending to health and wellness, community and environment, and social and emotional needs either directly or through collaborative partnerships.

  • MCCSC utilizes the Second Step program for our students in grades K-8.

    Scope and Sequence for Second Step Curriculum, K-8 

  • MCCSC utilizes the School-Connect program for our students in grades 9-12.

    School-Connect Table of Contents