The Foundation of the SEL Transition Classroom

The foundation of an SEL Transition classroom is both a reflection of the values of its community and a platform which seeks to further identify and extend those values.

Firstly, the genesis of such a classroom importantly does not come from the top down. Instead, it is a reflection of how community members are already approaching wellness. As many of us expand the definition of wellness to include both social and emotional well-being, we are also changing the fundamental way we interact with others. Nationwide, from big cities to small towns, communities are increasingly providing mental health services, focusing on addiction awareness, promoting group fitness, and learning about the importance of nutrition. Simply put, providing a public service, including education, without an SEL component is no longer providing a service that reflects the values of its public.

While the SEL Transition classroom reflects the values of the community, it is not passive; a successful program is based on an ever-evolving and active extension of those values. This means that we locate ways to

• Co-define a community-wide language surrounding SEL
• Identify system-wide macro and micro goals for SEL
• Identify system-wide evidence-based practices for meeting goals for SEL
• Analyze & share data
• Revise evidence-based practices until goals are met.
  
  

When the foundation of social and emotional learning is treated in such a manner, it means that its applications are rooted in an evidence-based methodology. Applications can then be valued based on their own merit and not by a potential failure of the formula.
Check back soon to learn more about how the SEL Transition classroom applies its foundational values and why the world is suddenly paying attention now.