Office of Superintendent of Public Instruction (OSPI) and
The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines
Social Emotional Learning (SEL) as “the process through which children and
adults acquire and effectively apply the knowledge, attitudes, and skills
necessary to understand and manage emotions, set and achieve positive goals,
feel and show empathy for others, establish and maintain positive
relationships, and make responsible decisions.” SEL provides us a wonderful
lens to examine the intricacies of daily life in school settings, as well as
cumulative benefit, when students are supported to achieve both socially and
academically. The definition for mental health is one’s ability to achieve
well-being and contribute meaningfully, realize abilities, be productive, and
cope with adversities. Here we begin to see the confluence of mental health and
SEL.
Specifically relating to
mental health in schools, the Interconnected Systems Framework (ISF) is a
structure and process for blending education and mental health systems through
a multi-tiered structure approach. ISF promotes a continuum of mental health
supports embedded in all three tiers of multi-tiered systems of behavioral
support in schools. ISF supports schools and providers in collaborating for
student well-being, mental health promotion, and academic success in a cohesive
and integrated way.
Much like the public health model, universal behavior
supports are intended to prevent new cases of problem behavior. These supports
are delivered to every student, everywhere, by every staff member. In the
tiered framework, supplemental layers of supports are available when a student is
in need. The universal supports are always there, working as a foundation.
Here we see the most obvious intersections with mental
health and Social Emotional Learning; the emphasis on foundational supports
that help our students thrive. We also see that school mental health and SEL cannot
be represented by any singular, isolated service or activity. School mental
health is an integrated process that asks staff, providers, and school communities
to deeply explore avenues for improved student well-being. SEL also requires a
growth mindset that asks us to frame interpersonal and academic exchanges with
warm reception, curiosity, and a commitment to supportive relationships. When
schools promote mental health, integrate treatment, or refine referral
services, it is a demonstration of comprehensive social emotional learning. CASEL’s
5 Core Competencies include self-awareness, self-management, responsible
decision-making, relationship skills, and social awareness. Although school
mental health is only one school-wide practice driven by SEL, it is one that
can save lives.
We know that SEL and school mental health initiatives can
contribute to improved academic and health outcomes. Working together within a
tiered system, SEL can be the universal approach that allows for students to
gain the skills and resources necessary to thrive. SEL is not a universal
screening process; which is why it is important to integrate school behavioral
health services into a tiered system. SEL offers students resources and skills
to bolster their ability to persevere in school, control their impulses, have a
sense of belonging, and practice appropriate judgement and decision making.
Through a tiered school mental health system, students can connect with
behavioral health providers who can deliver acute care. Many districts have
success with this effort, what successes can you share? What big impacts have you seen?
2014 Healthy Youth Survey Data shows that over 50% of
youth in grades 10 and 12 reported not being able to stop or control worrying
in the past 2 weeks. Over 60% of youth in grades 10 and 12 reported feeling
nervous or anxious. Our students are affected by mental distress caused by
environmental stressors (i.e., family crisis, end of a significant
relationship, or death of a loved one). This impacts their daily experience in
school and at home. However, we still struggle with the stigma of mental health
in schools and society. How can we continue to improve mental health and SEL
awareness? SEL contributes to student
success in school through relationship building and problem solving in
interpersonal interactions with peers and staff. This allows for the learning
of competencies necessary for managing emotions and resolving conflict.
Students who may be suffering from environmental stressors will benefit from
the positive effects of the SEL environment. Adding mental health supports into
the tiered system offers services to those students who may need more intensive
supports. What shifts are you seeing as
SEL and school mental health continue to take shape in Washington state?
Reference:
Interconnected Systems Framework: Integrating School Mental Health and Positive Behavior Interventions and Supports by Kelly Perales
Mandy Paradise
Interconnected Systems Framework: Integrating School Mental Health and Positive Behavior Interventions and Supports by Kelly Perales
Mandy Paradise
Project
AWARE Program Supervisor
Office
of Superintendent of Public Instruction
Camille
Goldy
Suicide
Prevention Program Supervisor
Office
of Superintendent of Public Instruction
