Social Emotional Learning

New York State’s Every Student Succeeds Act (ESSA) Plan includes a goal to “ensure that all students have access to support for their social-emotional well-being.” Fostering the development of social-emotional learning (SEL) competencies for all students and adults in our schools and communities undergirds the ESSA Plan priorities to improve academic achievement and graduation rates, improve school climate, and increase educational equity. Social and emotional learning (SEL) benefits all students, including the needs of newcomers and English learners (ELs) as they often experience additional stressors that add to the complexity of learning and adjusting to a new environment. SEL is essential to creating schools that foster healthy relationships and responsible decision-making. A key to promoting effective districtwide and schoolwide SEL is ensuring that all staff members have access to professional learning and support for implementing evidence-based SEL practices and programs.

What the school day will look like when we welcome students back in the fall is still in flux, however, we do know that the COVID-19 crisis will leave an indelible mark on students and they will be looking to educators for their guidance and support to ease them in as they adjust to the new normal. With the training below, educators can support and embed SEL throughout school learning environments so all students can thrive.

Available Now

Online Seminars for CTLE

A Journey to Mindfulness in Schools (5 hours) - Our students face many challenges today from mental health needs, the allure of living in the digital world, and the interruption to their education created by the pandemic. The research into the social and emotional needs of educators and students demonstrates the benefits of mindfulness in our schools. Practicing mindfulness promotes resilience, improves self-regulation, physical and mental health, and is aligned with having a growth mindset. 

Fostering Resilient Learners (5 hours) - Creating resilience-fostering environments in school can lower the impact of trauma and enhance the factors that provide the foundation for better health, academic success, and positive interactions. When school staff learn effective responses to student trauma and how to help instill resiliency skills necessary to thrive in the classroom, children have better learning outcomes – in school and in life.

Growing Great Minds with Growth Mindset (5 hours) - The perspective a person brings when doing anything in life can certainly impact their desired outcome.  As educators, we want our students to discover a passion for learning that they can carry with them long after they leave our classrooms. Fostering a growth mindset will teach our students to understand the importance of mistakes and how to use them to their best advantage as mistakes prompt us to explore alternatives in the classroom and in life. 

Inclusive Classrooms for Newcomer ELLs (5 hours) - Newcomer ELLs face myriad challenges to adapt and succeed in their new home and schools and they bring with them a world of culturally diverse experiences and knowledge. Guided by Eight Promising Practices, educators will learn ways to create a classroom environment that promotes diversity and inclusion, social-emotional well-being and development, models encouragement, support and resilience and engages newcomer ELLs with high-quality instruction.

Social Emotional Learning and Career Readiness (5 hours) - Participants will examine the need for social emotional learning in the school setting. By understanding the underlying principles of social emotional learning, participants will explore the critical connection to much needed employability skills – career ready skill categories that include Self-Awareness and Self-Management, Establishing and Maintaining Relationships, and Social Problem-Solving Skills.

Social-Emotional Learning (SEL) - Teaching the Whole Child (5 hours) - Many students today are distracted, under immense pressure and suffer from mental health issues more than ever before. Before students can be successful academically, their social and emotional needs must be met. Social-emotional learning (SEL) is a critical part of a child’s development as it is the process by which they acquire and apply the knowledge, skills and attitudes to increase self-awareness and self-management, social awareness, relationship skills and responsible decision making. This seminar provides an excellent overview of SEL and offers many evidence based SEL strategies that all staff can embed directly within any learning moment..

SRP Seminar: Creating a Welcoming School Environment for English Language Learners (3 hours) - This seminar will familiarize participants with who our English language learners are and the challenges they face as they learn a new language. By examining the critical nature of culture and its deep impact on an English learner's identity, participants identify strategies to ensure the school environment is a caring, accessible place for our English learners.

Available Every Semester

Online and Site-Based Courses for Graduate Credit

Social-Emotional Learning: Essential to Student Success (UNY 743) - This course focuses on the importance of integrating social-emotional learning in the classroom to foster skills that support success. Participants explore seven social-emotional competencies: self-awareness, self-management, self-care, responsible decision-making, social-awareness, relationship skills, and social-sensing, along with their corresponding components that focus on topics such as emotions, strengths, stress management, self-discipline, resilience, mindfulness, visible thinking, problem-solving, empathy, perspective-taking, communication, teamwork, social justice, and global citizenship to name a few.

Social Emotional Learning: A New Approach (CURI 6526) - This course will introduce participants to the concepts of emotional intelligence and the importance of incorporating social-emotional learning in the classroom in order to create academic environments that cultivate caring, empathic and successful students.

Available By Request

In-Person and Virtual Synchronous Seminars

SRP and K-12 Practitioners: Advancing Student Success through Relationships - Participants will discuss how to build meaningful relationships with students to advance their understanding and experience success. (1 hour)

SRP and K-12 Practitioners: Building Community, Collaboration, and Equity - Educators will discuss strategies for building community by using the distinctive traits and talents of individuals and establish a culture of collaboration to meet individual student needs. (1 hour)

Building Capacity in NYS for Family-School Engagement Linked to Learning Initiatives - The framework for this initiative revolves around the work of Karen Mapp. This initiative creates and implements family engagement practices designed to promote positive student outcomes, SEL and career and college readiness and success (6 hours)

SRP and Teachers: Developing Virtual SEL Environments for the Youth (version for teachers and SRPs) - This seminar will provide a forum for educators to share their concerns, while providing an avenue for educators to build their toolbox to help students during these times. (1 hour)

Educators Valuing Diversity - This seminar is designed to help teachers educate their students who will be living in a world of diverse communities. (2 hours)

Establishing Inclusive Classrooms Where Newcomer ELLs Thrive - Guided by Eight Promising Practices, participants will learn ways to create an inclusive classroom for newcomer ELLs with spaces that embrace the voices of linguistically diverse communities and provide pathways for authentic learning opportunities. (3 hours)

SRP and Teacher: Mindfulness in the Classroom - Participants will explore the definition of mindfulness and how it relates to whole child instruction in the classroom. Participants will have an opportunity to prepare next steps needed to integrate mindfulness into their daily routines. (3 hours)

Pre-K through 1st grade teachers: Pyramid Model: Promoting Social & Emotional Competence in New York’s Young Children - These sessions address the social-emotional needs of young children. The content of the topics is consistent with evidence-based practices identified through a thorough review of the literature.

Building Relationships and Creating Supportive Environments (7 hours)
Topic 1: Building Positive Relationships
Topic 2: Designing the Physical Environments
Topic 3: Schedules, Routines and Transitions
Topic 4: Planning Activities that Promote Engagement
Topic 5: Giving Direction & Teaching Classroom Rules

Social Emotional Teaching Strategies (6 hours)
Topic 1: Developing Friendship Skills
Topic 2: Enhancing Emotional Literacy
Topic 3: Controlling Anger/Impulse & Teaching Problem Solving
Topic 4: Individualizing Instruction

Individualized Intervention (6 hours)
Topic 1: Overview/Process of Positive Behavior Supports
Topic 2: Functional Assessment/Data Collection
Topic 3: Developing a Behavior Support Plan
Topic 4: Monitoring Outcomes

Supporting and Sustaining the Social-Emotional Needs of English Learners Who Experience Trauma - This seminar, designed for all educators who work with English language learners (ELLs), will address the multitude of trauma that many ELLs have experienced prior to and since their arrival to the US. Participants will leave this seminar with strategies to help students who have experienced trauma, tools to support ELLs’ social and emotional healing, growth and well-being, and ways to build trusting relationships with this fragile cohort. (3 hours and 6 hours)

SRP: Family Partnerships to Improve Classroom Behavior - This seminar engages educators in discussing the benefits of having consistent and positive family school partnerships through frequent communication. (3 hours)

SRP: Managing Student Behavior - This seminar provides effective strategies for communicating expectations to students, creating an environment in which appropriate behaviors are more likely to occur, and helping students learn to make appropriate choices. (3 hours)

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