Website Evaluation

Jessica Babuik, Jenifer Hampton, Donna Patolot

EDUC 309, University of Calgary

Dr. Xu Zhao

March 14, 2021

 Social emotional learning (SEL), according to Edutopia (2013) centers the mind and

body which facilitates the release of emotional tension. Further investigation of SEL has led

to the definitions as such: SEL is the procedure in which both students and adults gain

education that deepens awareness and develops skills that allow them to regulate and

understand their emotions. In many school settings, topics such as SEL are not considered a

high priority. Alternatively, schools are more concentrated on the four typical subjects: math,

science, language arts, and social studies. While these are excellent in deepening students'

understanding of the world, they do not broaden their understanding of themselves and how

they feel, or how to express their emotions. Typically, it is considered normal to remain silent

about one’s feelings and mental health. However, SEL can transition a world that is detached

and fact based, towards a more progressive and caring society. In order for SEL to be

effective, it is crucial that the focus is student-based and student-driven. The activities

involved need to encourage students to actively participate, and interact with their peers. The

goals of SEL are to ensure that students are able to plan future goals, build positive

relationships, and lead a fulfilling life.

Assessment Work Group (2019) emphasizes four main factors to ensure that a

successive SEL program is possible school-wide. The first building block is to create an

outline for SEL and provide sufficient support for those implementing this program

(Assessment Work Group, 2019). Secondly, it is critical to heighten the competence and

abilities of the instructors who are leading the program (Assessment Work Group, 2019).

Without the cooperation and dedication from the instructors, the program will fail

(Assessment Work Group, 2019). The third factor is allowing students to have the space

where they can take part in a well thought out and culturally suitable SEL (Assessment Work

Group, 2019). Lastly, Assessment Work Group (2019) wants to emphasize the urgency that is

to have the mindset of desiring continued growth. This program must adapt as new
challenges and obstacles appear. Clearly, SEL is more than just “talking about one’s

emotions” and requires a properly laid action plan and a strong team to execute the goals.

These components have reinforced the definition of SEL to be focused on emotions and one’s

ability to regulate them.

Assessment Work Group (2019) and Casel (2021) assert that SEL must include

components such as knowledge about one’s own emotions as well as others, and building

emotional management skills. They believe that doing so will allow for a welcoming learning

environment that encourages healthy interactions between peers and assist in alleviating

future altercations (Assessment Work Group, 2019; Casel, 2021). With a person’s intelligence

about emotions and emotional distress growing, they can advance personal abilities to

self-manage, be self-aware, be socially aware, maintain healthy relationships, and make

conscientious choices. (Assessment Work Group, 2019; Edutopia, 2013). Implementing an

SEL curriculum is critical in administering students the freedom to release stress from their

mental state, as if it is ignored, it can lead to more dangerous attempts at de-stressing

(Edutopia, 2013).

Three components of SEL that can be utilized within schools include increasing

movement and exercise, educating about the importance of quality sleep, and ensuring proper

nutrition (Well Being BC, 2019). Firstly, exercise is beneficial for both physical and mental

health (Well Being BC, 2019). For example, Edutopia (2013) recommends using physical

activity as an outlet for emotional stress because it centers the mind and body, resulting in

children learning more effectively. Additionally, (Well Being BC, 2019) discovered that

incorporating as little as 20 minutes of physical activity prior to class time, increased

students’ reading scores by as much as 60%. Body movement does not have to be complex, it

can be as simple as a five minute stretch between lessons (Well Being BC, 2019). Secondly,
nutrition is an essential part of determining one’s mental health and therefore directly relates

to a child’s social and emotional abilities (Well Being BC, 2019). For example, certain

nutrients (such as those related to Mediterranean food) are correlated to an improved mental

health, while others, such as processed sugars can induce challenges with maintaining

attention during class, and building meaningful relationships (Well Being BC, 2019). If a

student is educated on the benefits of consuming more nutritious foods, they will be more

likely to make healthier choices outside of the classroom (Well Being BC, 2019). This can

provide a foundation for a student's likelihood for making responsible decisions later in life,

which is directly related to SEL (Well Being BC, 2019). Finally, getting an adequate amount

of sleep allows our bodies and minds to recharge and grow (Well Being BC, 2019). Not

getting enough sleep is directly related to decreased abilities to form relationships and

interact with peers in a school setting (Well Being BC, 2019). Those without a strong support

system are more likely to develop mental health problems such as depression, which can

contribute to future developmental complications (Well Being BC, 2019). When taking into

account these three subsections of SEL, it is apparent that including SEL in the curriculum

can intensely improve the quality of education and lives of those involved in the process.

SEL and the household that a child lives in, has a considerable impact on their mental

health. The environment in which a child grows up in, shapes and transforms the way they

think and act (Varela et al., 2013). Violence and other trauma in a child’s life deeply affects

their “mental as well as physical well-being” (Varela et al., 2013, p. 2). When a child’s

development is affected in a negative manner, they are more susceptible to future mental

health issues. For this reason, including SEL in early childhood classrooms is vital and

invaluable. SEL directly provides opportunities for children who are experiencing abuse and

neglect at home, to form relationships in other settings that can assist in stopping the abuse.

(Varela et al., 2013). Additionally, SEL lifts students’ confidence levels by setting achievable
goals (Assessment Work Group, 2019). If a student is secure in themselves and their beliefs,

they are more likely to acknowledge their mistreatment and strive to make it stop (Varela et

al., 2013). In return, this will lift those students’ mental health by reassuring them that they

are valued, respected, and cared for by those around them. SEL instils resilience within

students, so that if they were to encounter adversity such as physical or mental abuse, they

would be capable of recognizing their emotions during that time, and recover from their

experiences (Varela et al., 2013). For these reasons, SEL plays a critical role in preventing

mental health crises that could lead to a catastrophic ending.

As seen from the Canadian Mental Health Association (n.d.), 49% of people suffering

from anxiety or depression have never consulted a doctor about their symptoms. This is

extremely problematic because if left untreated, someone suffering in this way could soon

begin to contemplate suicide as a viable option. By applying the methodology of SEL within

schools, students will expand their understanding of their own emotions as well as their

peers’. Students that are more aware of their emotions have an increased repertoire of coping

mechanisms, which allows them to be more resilient when experiencing negative events or

emotions such as those associated with depression. By doing so, students will be more likely

to discuss their feelings and experiences with others. Additionally, SEL provides

opportunities and skills to build stable support groups, which are essential in battling mental

health problems (University of Delaware, 2007). Those who lack strong support groups and

self confidence are more susceptible to negative thoughts and feelings. This is an urgent

concern as Heretohelp (n.d.) states that over a quarter of a million Canadian youth experience

issues like these. Furthermore, it is not enough to just teach SEL, it needs to be implemented

when students are young so that they are able to practice and develop their skills as they age.

Introducing students to SEL early in their lives is critical in preventing future suicides and

mental health issues (Yates et al., 2008). Statistics surrounding depression and suicide rates
can be lowered through proper attention to educating children on SEL and encouraging them

to learn more about how their emotions work and how to control them effectively.

SEL is the procedure in which both students and adults gain education that deepens

awareness and develops skills that allow them to regulate and understand their emotions. SEL

relies on four major factors in order for it to be successful. They include providing sufficient

support for those guiding the program, educating and lifting the confidence of teachers,

allowing students to be active participants, and ensuring the growth mindset of all involved

(Assessment Work Group, 2019). Incorporating an SEL curriculum within schools will

promote an improved learning environment specifically by teaching students to make

healthier choices in their lives. Examples of these routines for students are: getting more

exercise throughout the day, getting adequate sleep at night, and increasing the nutrition they

get (Well Being BC, 2019). All of these help to benefit children in numerous ways, but

mainly through the improvement of their mental health. Through SEL, we can decrease the

number of students with depression and other mental health issues by encouraging children to

maintain healthy and meaningful interactions with the people around them. Mental health

relies on the social aspects of SEL to encourage children to ask for help and communicate

their emotions to avoid potential dangers of poor mental health and trauma. All in all, as SEL

gains more prevalence in school settings, we are enabling children to create a better

relationship with themselves which can indisputably improve all aspects of their well-being.
 References

Assessment Work Group. (2019). Student social and emotional competence assessment: The

current state of the field and a vision for its future. Chicago, IL: Collaborative for

Academic, Social, and Emotional Learning.

https://measuringsel.casel.org/wp-content/uploads/2019/09/AWG-State-of-the-Field-

Report_2019_DIGITAL_Final.pdf

Canadia Mental Health Association. (n.d.). Retrieved March 8, 2021 from,

https://cmha.ca/fast-facts-about-mental-illness

Casel. (2021). What is social and emotional learning? Guide to schoolwide SEL.

https://schoolguide.casel.org/what-is-sel/what-is-sel/

Edutopia. (2013, May 14). 5 keys to social and emotional learning success [Video]. Youtube.

https://www.youtube.com/watch?v=DqNn9qWoO1M

Heretohelp. (n.d.). Depression. Retrieved March 5, 2021 from,

https://www.heretohelp.bc.ca/infosheet/depression

University of Delaware. (2007). School of Education [Suicidal Ideation and Behavior].

http://www.education.udel.edu/wp-content/uploads/2013/01/SuicidalIdeation.pdf

Varela, A., Kelcey, J., Reyes, J., Gould, M., & Sklar, J. (December 2013). Learning and

resilience: The crucial role of social and emotional well-being in contexts of

adversity. Education Notes.

http://documents1.worldbank.org/curated/en/849991468337162828/pdf/832590Revis

ed00Box0382116B00PUBLIC0.pdf
Well Being BC. (2019, October 1). How movement and exercise increase health and

well-being [Video]. Youtube. https://www.youtube.com/watch?v=NbYe8OjS270

Well Being BC. (2019, October 3). The nutrition-health connection [Video]. Youtube.

https://www.youtube.com/watch?v=SgYTrfmQEzY

Well Being BC. (2019, October 3). The sleep-health connection [Video]. Youtube.

https://www.youtube.com/watch?v=DJxZqbuYlYI

Yates, T., Ostrosky, M. M., Cheatham, G. A., Fettig, A., Shaffer, L., & Santos, R. M. (2008).

Research synthesis on screening and assessing social-emotional competence. Center

on the Social Emotional Foundation of Early Learning. Vanderbilt University

rs_screening_assessment.pdf (vanderbilt.edu)