Social and Emotional Learning

In this module, teachers and students work together to create the type of learning environment that is welcoming, supportive, and instructive of how to succeed in school. The lessons are designed to help students:

• Become familiar with cooperative learning strategies that increase engagement in learning (e.g., think-pair-share, class discussions, group activities, jigsaw, and active listening)
• Gain an awareness of what affects the social functioning of groups
• Build supportive relationships with their teacher and classmates
• Recognize the value of an education and why it is important to do well in school
• Develop the mental frameworks, organizational strategies, and study skills that lead to academic success

In this module, students build intrapersonal awareness of their thought processes, emotions, strengths, and hopes for the future, and practice self-management strategies. The lessons are designed to help students:

• Understand the effects of thought on emotions and behavior
• Be aware of and manage their emotions
• Reduce habits of negative thinking
• Induce positive emotions
• Develop coping strategies for stress reduction
• Identify their strengths and interests
• Explore careers and colleges
• Set and achieve goals

In this module, students explore how to build positive, healthy relationships, resolve conflicts, and make responsible decisions. The lessons are designed to help students:

• Develop skills that build positive relationships
• Empathize with and show compassion for others
• Apply a problem-solving approach to conflicts
• Make responsible decisions that impact their lives in positive ways
• Manage social media and resist cyberbullying
• Deal with gossip, bullying, and negative peer pressure
• Understand and utilize the power of apologizing and forgiving
• Develop healthy guidelines for dating
• Understand the importance of helping others and volunteering

Inspired by the many requests from School-Connect educators for lessons for 11th and 12th grade students, this new module applies social & emotional skills to employability skills, the college application process, and ultimately preparing for independent living. As high school students head out into the world and experience greater independence and responsibility, this module will help equip them to:

• Set goals and transition successfully from high school to college and/or the workforce.
• Identify "best fit" colleges and complete their college applications.
• Write a compelling college essay that highlights their social, emotional, and academic skills.
• Work well together with co-workers, classmates, customers, and their employer/teachers.
• Learn from feedback to improve their performance at school, home, and work.
• Handle high-pressure times by managing stress and applying mindfulness.
• Keep a budget and make smart, safe financial decisions

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.

Fundamentals of SEL

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.

CASEL Framework

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.

SEL Benefits

Several hundred studies using experimental designs with control groups have documented the positive effects of SEL programming on children of varied 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?

About the DESSA

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:

DESSA Website

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 can be found on the DOE website.

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