Social Emotional Learning Affinity Group
November 11, 2014
Youth are self aware and can manage relationships that build confidence so that they can achieve personal goals and sustainably move through their community in an authentic way.
Definition of Social Emotional Learning
The intentional identification and use of best practice tools and skills through which youth develop and master…
- Self awareness;
- Social awareness;
- Self management;
- Responsible decision-making;
- Relationship skills.
- Increased positive self identify
- Improved relationships;
- Increased engagement with school;
- Improved academic performance; and
- Reduced emotional stress.
- View youth as experts regarding their lives…their aspirations, their assets, and their interests;
- Co-create with youth, structured, fluid learning environments where youth have the opportunity to make decisions about the content of programming and how programming is delivered;
- See ourselves as consultants to youth, supporting their aspirations, and serving as positive role models who create sustained constructive relationships with youth;
- Create a sense of belonging within our programs that sends a message to each young person that “you matter here;”
- Provide time and space for youth to exhale and leave behind unwanted labels;
- Serve as a bridge to the larger community;
- Build positive peer cultures that promote self and group accountability;
- Create positive peer relationships that go beyond our programs; and
- Purposely integrate SEL skill building into everything we do.
Why is SEL important?
Research demonstrates that when youth receive quality SEL support, they are self-aware, socially responsible, effective decision-makers who achieve…
The Role of the Out-of-School Time Sector
Youth, parents, out-of-school time professionals, and educators across the country acknowledge that youth are missing a critical piece of their “education.” We know that in addition to reading and writing, we need to teach resilience and responsibility, respect, and sound decision making.
During the out-of-school time hours, youth-serving organizations strive to create physically and psychologically safe environments where ALL youth can develop their social-emotional skills. We recognize that these are teachable skills and that we are uniquely equipped to provide youth with the space they need to develop in their own way, in their own time.
We, the “second shift,”
We believe that by providing these elements of quality, along with others, the out-of-school time sector can help foster our youths’ social-emotional development. Our hope is that our youth use these skills not only during out-of-school programming but at school, at home, and in their neighborhoods. In this way, our neighborhoods become safer places for our youth to live and grow.