SOCIAL EMOTIONAL LEARNING: WEEDS IN THE GARDEn

 CASEL is also refining a specific form of SEL implementation that concentrates SEL practice on transforming inequitable settings and systems, and promoting justice-oriented civic engagement—we are calling this transformative SEL. This form of SEL is aimed at redistributing power to promote social justice through increased engagement in school and civic life. It intentionally points to competencies and highlights relational and contextual factors that help promote equitable learning environments and foster desirable personal and collective outcomes. Transformative SEL is a process whereby young people and adults build strong and respectful relationships that facilitate co-learning to critically examine root causes of inequity and to develop collaborative solutions that lead to personal, communal, and societal well-being. This form of SEL is necessary to meet the growing political, economic, and health challenges we face in the United States and around the world.  Many educators are familiar with CASEL’s long-standing, overlapping domains of competence: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. As we center equity, we are highlighting the importance of identity, agency, belonging, collaborative problem solving, and curiosity. These focal constructs are most germane to well-being and promoting thriving among diverse groups in a raced, classed, and gendered society