Social Emotional Learning (SEL)
The Virginia Department of Education’s social emotional learning (SEL) efforts are driven by the commitment to ensure that every student in Virginia attends a school that maximizes their potential and prepares them for the future: academically, socially, and emotionally. Virginia’s vision for SEL is intended to center equity in this work, which is key to VDOE’s vision and mission.
The Virginia Social Emotional (SEL) Guidance Standards (PDF) are now available to all Virginia school divisions. While the 2020 General Assembly required the VDOE to develop the guidance standards for SEL, Virginia school divisions are not required to adopt them. Local school boards may choose to adopt all, or portions of, the Virginia SEL Guidance Standards as part of their own local policies, and/or use them as guidance as they implement SEL programming based on the needs of their community.
To support school divisions in this process, the VDOE has developed the SEL Guidance Standards webpage that houses additional tools and resources to assist with implementation and build educator awareness of social emotional learning and how it can be integrated into Virginia schools. The document, A Shared Commitment: Building Foundational Support for Systemic Social Emotional Learning in Virginia (coming soon), offers insights into the shared responsibilities that all educators have in schoolwide SEL integration and the ways that SEL promotes inclusion.
Among other resources, the following videos have been created to provide support :
SEL’s Role in Advancing Equity through Culturally Responsive and Inclusive Practices
- A Discussion on SEL’s Role in Advancing Equity
- Key Considerations for the Inclusion of Students with Disabilities
- Key Considerations for the Inclusion of English Language Learners
- SEL’s Impact on School Safety and Climate
- SEL Integration within a Virginia Tiered Systems of Supports (VTSS) Framework
- The VDOE, Office of Student Services (OSS), has compiled Instructional Support Mental Health Resources During School Closures (Word) to assist division instructional support personnel with mental health and wellness service delivery during school closures. Specialized Instructional Support Personnel (SISP) include school counselors, school psychologists, school social workers, and school nurses.
- Seizing the Moment: Race Equity Mindsets, Social and Emotional Well-Being, and Outcomes for Students (Regional Educational Laboratory)
- Webinar: Suicide Prevention in a Virtual Setting and Guide (VDOE)
- Webinar: Suicide Intervention in a Virtual Setting and Guide (VDOE)
- Addressing Suicidal Concerns in a Virtual Setting: A Guide for School Staff (VDOE)
- Black Minds Matter: Interrupting school practices that disregard the mental health of Black youth (Teaching Tolerance)
- Tool: SEL & Equity Pitfalls & Recommendations (CASEL)
- Social-Emotional Learning for Black Students is Ineffective When it is Culture-Blind (Diverse Issues in Higher Education)
- Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action
- Equity & Social and Emotional Learning: A Cultural Analysis. This brief examines how CASEL’s core SEL competencies reflect issues of equity, including programs and practices that support the development of the competencies to promote educational equity. Useful background on the research about equity and its connection to SEL. (November 2018) NEW
- Webinar Recording: Leveraging SEL to Promote Equity—What Educators Need to Know and Do. Equity in education requires a physically and emotionally safe and positive school climate for all students. Building strong social and emotional competencies, for both teachers and students, can play a key role in ensuring education equity. CASEL’s 2018 February webinar shares some of the ways in which CASEL is advancing work on equity and SEL.
- Why We Can’t Have Social and Emotional Learning Without Equity. A blog post by CASEL Vice President of Research Robert J. Jagers about the importance of equity and the intersection of equity in CASEL’s five core competencies.
- Aspen Institute: Pursuing Social and Emotional Development Through a Racial Equity Lens: 5 Strategies for System Leaders to Take Action. Use this to develop ideas for how to employ SEL as a way to encourage equity throughout a system.
- Council of Chief State School Officers: Advancing Equity through ESSA: Strategies for State Leaders. A discussion of how ESSA promotes equity in eight key areas. Page 3 offers recommendations on closing funding gaps. The report is important for state education agencies that want to employ ESSA to accomplish multiple initiatives.
- Council of Chief State School Officers: Leading for Equity: Opportunities for State Education Chiefs. Specific actions for state education chiefs to improve equity through social and emotional learning throughout the state education system.
- Restorative Schools Vision Project: Restorative Justice (RJ) Social Emotional Learning (SEL) Narrative Processes (NP). How school psychologists can employ culturally competent SEL and support equity.
- Robert Wood Johnson Foundation: Applying an Equity Lens to Social, Emotional, and Academic Development. Describes barriers that prevent equitable access to SEL and identifies opportunities to increase access.
- Social Emotional Learning and Equity (National Equity Project)
- Forging the Connection Between Social-Emotional Learning and Education Equity (Committee for Children)
- Supporting Equity and Social and Emotional Learning Webinar (REL)
- Integrating a Focus on Equity into Social and Emotional Learning (REL Midwest)
- Centering Equity in Social Emotional Learning Tool(Great Lakes Equity Center)
Some of the links on the EdEquityVA pages lead you to websites not associated with the Commonwealth of Virginia Department of Education. VDOE does not necessarily endorse the views expressed or the data and facts presented on these external sites. In addition, VDOE does not endorse or recommend any commercial products, processes, or services.