Social Emotional Learning
Educators in all of our five schools have participated in Adult SEL activities.
What is Social and Emotional Learning (SEL)?
SEL is the process through which students and adults learn to understand and manager their emotions, set and achieve goals, feel and show empathy for others, establish and maintain relationships, and make responsible decisions. CASEL's integrated framerwork and five core competencies enhance students' and adults' capacity to integrate kills, attitudes, and behaviors to help them face challenges, overcome obstacles, and thrive in school, at work and through their lives. SEL can be taught in many ways, across many settings.
Whole Systems Approach
Increased academic outcomes
According to a 2011 meta-analysis of 213 studies involving more than 270,000 students, those who participated in evidence-based SEL programs showed an 11 percentile-point gain in academic achievement compared to students who did not participate in SEL programs.
Strong Return on Investment
A review of six SEL interventions in evidence-based SEL programs showed that for every dollar invested there was an economic return of 11 dollars.
Increased behavioral outcomes
Increased high school graduation rates, postsecondary enrollment, postsecondary completion, employment rates, and average wages.
Reduced behavioral outcomes
Decreased dropout rates, school and classroom behavior issues, drug use, teen pregnancy, mental health problems, and criminal behavior.
SEL is Valued
Data collected from CASEL https://casel.org/
Carla Burley serves as the Director of Social Emotional Learning at Hopkinton Public Schools. Previous to joining Hopkinton she spent five years as the director of social emotional learning and instruction at Boston Public Schools where she led the expansion of SEL as a lever for equity in the areas of explicit SEL instruction and academic integration, and school climate and culture. Her work is rooted in the belief that social emotional learning practices when explicit transforms educational environments, teaching and life outcomes for all students.
Her eighteen plus years’ experience in education includes positions as Assistant Principal, School Psychologist, and Kindergarten Teacher. She holds a MA in Education from Boston College, MA in Counseling, and a C.A.G.S. in School Psychology from Rhode Island College.