Putting the “social” back into social-emotional learning (and why it matters now)

Key points:

Even before COVID-19, data Worrying trends related to youth mental health have emerged. Between 2011 and 2019, the number of high school students reporting persistent feelings of sadness and hopelessness increased by almost 10 percent, from 28 percent to 37 percent.

COVID-19, and the isolation and uncertainty that came with it, only exacerbated this worrying trend. Just two months into the pandemic, nearly a third of students reported feeling disconnected from adults and peers at school. A meta-analysis of 29 studies involving 80,879 young people from around the world, published in 2021showed that just one year into the pandemic, the prevalence of depression and anxiety doubled from pre-pandemic rates. The proportion of young people who seriously considered suicide rose almost steadily between 2011 and 2019, reaching 22 percent in 2021.

Public health declarations were not lifted in the US until May 2023. Not surprisingly, according to a an article Among the trends topping educators' agendas, student mental health remained a priority in 2024.

How can we begin to move toward reversing these worrying mental health trends? One way to do so is to restore that sense of belonging that students say they have lacked during the pandemic. Investigation shows that when educators and administrators focus on social-emotional learning, school climate, and student voice, a synergy occurs that leads to outcomes that include more supportive relationships between students, their peers, their teachers, and their administrators. Ultimately, these outcomes add up observable growth for studentsboth academically and emotionally.

Particularly for middle and high school students, implementing social-emotional learning with a priority on social aspects can go a long way toward creating this synergy and a greater sense of belonging. This means offering opportunities for students to interact with each other and with their teachers, express their perspectives, and address, in a supportive environment, the feelings and obstacles that inevitably arise in doing so.

To begin considering how to apply a social lens (see image at bottom of page) to SEL for middle and high school students, it is helpful to periodically return to CASEL's definition of SEL and SEL research focused specifically on adolescentsWhether you are considering a school-wide initiative or classroom instruction:

• Are students given opportunities to practice the SEL knowledge, skills, and attitudes they are learning?
• Are you able to reflect your personal values ​​in your work?
• Do you consider the work you do meaningful?
• Are there opportunities for sharing?
• How can students respond to their peers?
• Are students able to make decisions and learn about the consequences of these decisions in a safe way?

If after asking these questions you need to figure out ways to encourage social interaction, in person and online, here are some suggestions to get you started:

Creating a sense of belonging

According to a recent study literature review Regarding belonging, which has generally focused on adolescents in the school setting, the most commonly used definition of the term focuses on the feeling of inclusion, acceptance, respect, and personal support from others at school. Therefore, it is essential to create opportunities that can instil these feelings.

technology can be an advantage here, particularly because time is a precious commodity for teachers. technology can allow an entire class to share their opinions on a central question or topic efficiently and in real time. Not only do these opinions offer insight into how students connect with the material, but they can also sow seeds of connection between them and allow them to share their perspectives in a safe and supportive way. Safety measures, such as built-in moderation features so teachers can be sure what is posted is appropriate to share, can help facilitate such an environment.

Incorporating time to chat, whether structured or unstructured, is another way to cultivate a greater sense of belonging. This can be as simple as incorporating a daily check-in or 3-5 minutes for students to simply talk. A more structured approach, such as community building circlesIt can be incorporated at set times (e.g., at the beginning and end of a unit, after a school break, on Mondays to start the week) or regularly as part of a routine meeting (e.g., advisory period, clubs, team meeting). Either way, with consistency, you'll begin to see benefits as relationships form and traits like empathy and trust develop.

This type of sharing should not be exclusive to students. By sharing a little about themselves, teachers can foster a closer relationship with the students in their classes.

Designate shared spaces and materials

In middle and high school, because students change classrooms and teachers more frequently than in earlier grades, it's easy for them to feel less connected to the physical spaces they occupy, the materials they briefly use, and the teachers they encounter while doing so. Giving students responsibility for their classroom space and the items they use collectively—whether it's a classroom library, a science equipment storage room, or a laptop cart—distributes responsibilities and also instills a sense of community and responsibility as part of it.

Solving problems together

Observation is at the core of social learning theory. Building on the work of BanduraSocial learning theory proposes that the adoption of new behaviors and knowledge arises from observing others. Therefore, activities such as classroom discussions, peer collaboration forums, and opportunities to consider and apply learning to relevant real-life situations in small groups offer the opportunity to grow academically as well as socially and emotionally. Research supports the incorporation of group work into the classroom, noting that it improves social skills, increases a sense of belonging, provides an opportunity to reflect on and define personal identity, and provides the opportunity to support peers. In particular, in the case of adolescents, research concludes that this age group is particularly value-focused and purpose-oriented, while also motivated to seek respect from those around them.

Encouraging student voices

While standards exist to guide learning, they are not meant to limit it, and learning is most effective when students are given freedom to demonstrate their learning progress. Giving them choices also helps them find greater purpose in the work they do. Particularly in the middle and high school grades, students really look for purpose in their work.

Allowing students to choose also gives them the opportunity to share their perspectives on how learning relates to them individually and as part of various communities, allowing them to develop self-advocacy skills needed throughout life. When shared out loud, with other students or with the class at large, it also fosters connection and a sense of belonging.

As these suggestions demonstrate, educators are uniquely positioned to make an immeasurable contribution to students’ feelings of belonging and mental well-being. By rethinking lesson plans, instructional delivery, and classroom organization, to name just a few, they can take a proactive role in helping to reverse worrying mental health trends through increased opportunities for social interaction in a safe and supportive environment.