In Reflection: Do Unto Educators What You Want Done Unto Students

• In Event: Adult Social and Emotional Learning and Reflection as Innovative Factors in Formative and Summative Assessment

Abstract

The benefits of SEL initiatives and programs to youth in and outside educational settings are steadily growing thanks to the research in education, psychology, and related fields. In addition, public awareness is catching up to the research and supporting success efforts with editorial articles and reported conclusions such as that of a New York Times editorial, which stated, “… SEL programs significantly improve students’ academic performance.” However, by comparison, little is done to reflect on the equal necessity and benefits of focusing on adult SEL – specifically, those to whom we entrust the education and development of our children. After all, for our educators to do good to the SEL of students, they must first do good to their own emotional and social development.

This paper will contribute to the symposium session by first sharing how a core group of elementary principals were systematically taken on an SEL development journey. By reflecting on empirical and anecdotal shifts in SEL as aided by pre and post assessment AND the effectiveness of this innovative, year-long program, the hope is that insights gained may be transferred to SEL initiatives by others as well.

Authors

• Carina Fiedeldey-Van Dijk, ePsy Consultancy

• Ann McKay Bryson, Collaborative for Academic, Social, and Emotional Learning