Junior School classrooms . With her students , she refers to a poster about the characteristics of successful learners . The poster highlights the importance of responsibility , organization , initiative , independence , self-regulation and collaboration . In January , her class explored goalsetting with those characteristics in mind .
“ It went really well ,” Ms McLaren said of the activity . “ It was getting to that idea that social and emotional growth , learning and challenges in school aren ’ t separate from who you are in the everyday fabric of your life .”
In the spring , her class learned about the social responsibility aspect of SEL by making paper cranes with wishes for the people of Ukraine .
“ We ’ re connecting this activity to the curriculum and the rights of the child . Students are looking at those rights and their meaning and deciding what their wish is for the children of Ukraine that would connect to those rights ,” she explained . “ I think that ’ s part of
their social and emotional learning , to understand what kinds of things others experience that they don ’ t have to worry about .”
“ Students use the strategies provided in their everyday life .”
SEL IN THE SENIOR SCHOOL
In the Senior School , students engage with SEL in their advisory classes , supported by Ms Kimmel . Linking thoughts to feelings , coping strategies , the science of emotions , assertive communication , how to stop rumours and gossip , and sleep and healthy habits are just some of the topics addressed . Students are experiencing the impact of those lessons beyond the classroom , like Grade 9 student Ella . “ The gossip class helped me figure out the difference between gossip and venting , which is a big part — especially at our age — because it ’ s a thing that ’ s going on around us ,” she explained .
Beyond the dedicated advisory classes for SEL work , other Senior School classes offer opportunities to explore social and emotional learning from different lenses .
In the Career Education department , Ms Hannigan encourages selfawareness throughout the exploration of career paths . This includes mental check-ins before class begins , particularly during stressful periods of the school year like university application season .
“ If I know that students are busy with assessments , for example , then I move the schedule around until I find more time to explore those deeper questions to give them a chance to explore how they ’ re feeling ,” Ms Hannigan explained . “ It ’ s about fostering that sense of safety and community , where they can feel more comfortable exploring and sharing more about who they are — which is important to our lessons .”
Ms Hannigan often ties responsible decision-making into lessons on work-life balance , well-being and
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