Social and Emotional Learning (page 3)

By — NYU Child Study Center
Updated on Apr 21, 2014

Some tips for educators

  1. Integrate SEL skills into the daily curriculum.
  2. Exhibit pro-social and emotionally intelligent behavior to your students.
  3. Investigate successful SEL programs, such as The Social Decision Making and Problem-Solving Program or The Resolving Conflicts Creatively Program and talk to educators currently implementing these programs
  4. Look for ways that technology can enhance and jump start discussions in classrooms on social-emotional competencies, such as computer games and videos.
  5. Be alert to teachable moments that occur naturally in the classroom; for example: moments when you notice a shift in mood, a conflict, a caring act.
  6. Value social and emotional intelligence in your students as highly as you value their cognitive development.
  7. Create reflections of emotional competency building in your classrooms. For example: a bulletin board with full feeling vocabulary, a bulletin board for student to student compliments or issues to be talked about.
  8. Check with other teachers about what classroom strategies they have used to boost social and emotional competencies for their students.
  9. Participate in SEL forums, conferences, website SEL dialogues and chatrooms.
  10. Keep a journal which will allow you to be more reflective about your emotional self, and encourage your students to keep a journal.
  11. Check out the CASEL website or the website for the Center for Social and Emotional Education (See Resources.

Some tips for students

  1. Keep a journal to increase your self-awareness and self-reflection.
  2. Use "self talk" to encourage yourself; be your own best friend NOT your worst critic. >
  3. Encourage friends to tell you their points of view on issues.
  4. Pay attention to strategies you can use to calm yourself and shift your mood from negative to positive.
  5. Be aware of your "buttons," the things that make you angry and upset, and think about ways to deal with them.
  6. Find opportunities to cooperate and engage in collaboration with peers.
  7. Listen to your instincts: when with a friend or a significant other, if your gut says that there's something wrong - there is!
  8. Take quiet, alone time every day to listen to your inner voice. Be attentive to your own social and emotional needs.
  9. Notice people and places that make you feel good and those that don't.

Words from an expert

It is crucial to provide children with an environment that allows them to develop their social and emotional skills. In a November 6, 1999 speech delivered at a conference on Social and Emotional Learning and Digital Technology, Dr. James Comer, a national leader in social and emotional learning told a group at Columbia Teachers College about the impact a child's school and home settings can have on his/her development. Comer explains that an atmosphere that provides support for one's social and emotional learning and competence versus one that does not can make a huge difference in that child's life. The difference, Comer claims, is equal to the difference in the outcome of throwing seeds on cement versus planting seeds in enriched soil. And what a difference that is!

About the Author

Robin Stern, Ph.D. is the Director for New Media Research and Development at the Center for Social and Emotional Education at Teacher's College, Columbia Univeristy. Dr. Stern is an educator and a psychological consultant on issues of women and technology in schools, corporations, museums and digital media companies. Dr. Stern's research interests are in the use of technologies to enhance emotional competency and in the area of young women and leadership.

References and Related Books

Educating Minds and Hearts. Social Emotional Learning and Passage into Adolescence J. Cohen Teachers College Press 1999

Comer, J. (Nov.1999). Speech at Columbia University, Teachers College.

Emotionally Intelligent Parenting M. Elias, S.E. Tobias, B.S. Friedlander Random House 1999

Emotional Intelligence D. Goleman Bantam Books 1995

Mayer J., Caruso, D., and Salovey, P. (2000). Emotional intelligence meets traditional standards for an intelligence. Intelligence 27 (4) 267-98 .

AboutOurKids Related Articles

Challenges for the Next Century: Raising Responsive and Responsible Children

Resources and Supporters of SEL Education

CASEL Collaborative for the Advancement of Social and Emotional Learning: 312-413-1008;

CSEE Center for Social and Emotional Education: 212-570-1075

RCCP Resolving Conflicts Creatively Program: 212-509-0022:

SDMPS Social Decision Making and Problem Solving: (732)235-9279;

Emotionally Intelligent Parenting:

Communities of Hope:

Six Seconds:

About the NYU Child Study Center

The New York University Child Study Center is dedicated to increasing the awareness of child and adolescent psychiatric disorders and improving the research necessary to advance the prevention, identification, and treatment of these disorders on a national scale. The Center offers expert psychiatric services for children, adolescents, young adults, and families with emphasis on early diagnosis and intervention. The Center's mission is to bridge the gap between science and practice, integrating the finest research with patient care and state-of-the-art training utilizing the resources of the New York University School of Medicine. The Child Study Center was founded in 1997 and established as the Department of Child and Adolescent Psychiatry within the NYU School of Medicine in 2006. For more information, please call us at (212) 263-6622 or visit us at

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