If students don’t feel safe and validated in the classroom, if they don’t see themselves represented in ways in which emotions and other domains are being taught, they’re not going to learn and thrive.
Casel, which formalized SEL in 1994, has an expansive library of resources to help bring families and teachers in as stakeholders into the process of SEL in and beyond the classroom.
When we think about students with learning differences, it’s important to consider the intersectionality of race, class, gender, sexuality, and disability.