Addressing SEL and Behavior Challenges with Relationships

One question that is posed to me often by districts and schools is how their staff can be proactive when it comes to student behavior and addressing their social-emotional needs. It comes as no surprise to anyone that the pandemic, in the eyes of many, has led to an uptick in issues that not only disrupts precious learning time but also results in more discipline referrals, tardies, and absences. There is no silver bullet as many behavioral challenges manifest themselves outside the school day. However, practical mitigation steps can be taken by doing what we all know is of utmost importance to learning and that is developing relationships, something a dive into great detail in Disruptive Thinking in Our Classrooms. 

So, where do we begin? It is essential to realize how vital social-emotional learning (SEL) is when it comes to student behavior and academic success. A meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students showed promising results. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement (Durlak et al., 2011). 

The relationships model above was developed in partnership with Dr. Stephanie Jones at the Harvard EASEL Lab. It can be utilized by administrators and teachers to create vibrant learning cultures. As this model shows, the impact of rigorous and relevant teaching and learning relies on strong student-educator relationships. The way to shape these relationships is through purposeful behaviors tied to three key indicators: Connection, Compassion, and Vulnerability. When you reflect on this above, consider what current practices support the main elements listed. In a past post, I outlined some specific SEL strategies that can be used at any time to aid in the process of addressing SEL needs and behavior, including daily meeting, digital surveys, and family engagement.

While there is a wealth of resources out there, I would be remiss if I didn’t outline some practices that can be employed regularly. For each, I attempt to highlight the clear benefits. 

• Classroom Management: Co-create rules and consequences with students. Acknowledge positive behaviors regularly. Admin should look to work daily meetings into the schedule as a way to help teachers with management issues. 
• Relevance: There is a great deal of research out there on the importance of relevance in the classroom and school, which you can read HERE. Students want purpose in their learning. Integrate interdisciplinary connections, authentic contexts, and real-world applications regularly to help convey meaning.
• Personalized Pedagogy: Moving away from a one-size-fits-all approach to equitable strategies can seamlessly align with RTI/MTSS, which are designed to address behavior proactively. Consider station rotation, choice activities, playlists, and flipped lessons to free up time to work with students who really need in-class support.
• Empathy: Using an empathetic lens by placing yourself in your students' shoes can help reduce knee-jerk reactions. It is always important to remember that forces beyond our control impact kids.

Adam Drummond shared a comprehensive article on developing relationships by leading through compassion, embracing vulnerability, and making connections. You will find not only applicable relationship-building strategies here but also an array of visuals to focus on areas of growth. Venola Mason explains that supporting students’ social and emotional wellness is a catalyst for building strong teacher-student relationships that can ensure they are better adjusted, have more confidence, and perform better academically. In a recent article, she details five tips to assist with this process:

1. Be personable with students
2. Get to know students
3. Set stretch goals
4. Make learning fun
5. Reach out to students in need

Without trust, there is no relationship. Without relationships, no real learning occurs. 

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. and Schellinger, K.B. (2011), The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82: 405-432.

A Systematic Approach to Social and Emotional Support

It goes without saying that the COVID-19 pandemic has wreaked havoc on youth across the world. While learning recovery remains a needed area of focus, virtually every educator I come in contact with explains that students are a year or two behind socially.  In some cases, the extended time at home during remote or hybrid learning has led to the development of concerning behaviors that weren’t prevalent at scale in the past.  All of this has led to a dramatic increase in discipline issues and a significant amount of time having to be spent on classroom management and establishing routines. It is frustrating for teachers and administrators alike.

To make matters even more complicated, the emotions of students are all over the place.  These stem from a variety of factors, including isolation, excessive time on social media, watching parents struggle financially, and the impact of the virus on the health of family members.  Uncontrolled or unchecked emotions lead to negative impacts on learning.  It’s tough to learn, let alone concentrate if the mind is being pulled in numerous directions.  The combined social and emotional hurdles are making a challenging year even more difficult. Truth be told, this isn’t an issue that is only impacting kids. Efforts need to be made, and an array of supports offered to ensure the well-being of staff, especially those on the front lines who are in direct contact with students daily.

Let’s start with students. For SEL to be more than a buzzword or fad, it needs to be embedded into school culture.  A focus is excellent, but it’s the actions that truly matter.  To begin, a relational foundation has to be established.  Here is a quote I shared in Disruptive Thinking in Our Schools:

“It all comes down to relationships. Without trust, there is no relationship. Without relationships, no real learning occurs.”

If we want to get students to open up to us, then efforts need to be made to build their trust. While this is important, it is also critical to embrace a practice strategy to identify, monitor, and support kids dealing with social and emotional issues impacting their learning and that of their peers.  My colleague Venola Mason developed a practical approach called Pause & React. Here are some of her thoughts:

What I’ve noticed in classrooms across the country is that educators are using the first days and weeks of school to build relationships and connect with students.  However, as the school year progresses and more attention is paid to academic content, there is less of an emphasis placed on maintaining these critical relationships. Oftentimes, students who experience trauma or other difficulties are overlooked until their situation becomes very severe, leaving teachers unsure of how to turn things around.    What I arrived at to help address this need is a practical and straightforward resource for approaching relationship-building—a tool I call, PAUSE & REACT. It’s meant to be simple—not another thing to add to a teacher’s plate, but an intuitive and structured way to leverage and strengthen relationships with students. 

Be sure to check out this article that outlines the specifics behind Venola’s Pause & React tool.

SEL has become an embedded coaching component in my own work with districts and schools.  Teachers and administrators are in need of practical strategies that can be easily implemented daily and across the curriculum. Below are some to consider:

Daily meeting: Many educators have heard of the Morning Meeting, where students engage in various SEL activities prior to the start of content-related lessons.  I love this strategy but feel that it should rotate throughout the day, so it isn’t occurring during the same time or period each day.  

Lesson planning/activities: While Daily Meeting is a great start, SEL should be emphasized across the curriculum.  HERE are some great ideas from the HMH Shaped blog.

Digital surveys – During a recent coaching visit with the Juab School district, I saw a teacher begin the day with a digital survey that included the following: How are you feeling today? Why do you feel that way? Do you need to conference with the teacher? While the rest of the class worked on a choice STEAM activity, the teacher conferenced with those kids who needed non-academic support. This is a great strategy that can be implemented in classrooms and across a school.

Personalized learning: Sound pedagogy can be the most proactive approach out there to meeting kids' social and emotional needs on a daily basis. In every personalized model, an opportunity for socialization or conferencing with the teacher can be included.

Family engagement: SEL should never be the sole responsibility of teachers.  Consistent programs and outreach to families highlighting strategies and resources that can be used at home to identify and support students are paramount.  

While students get most of the attention, educators are also in desperate need of social and emotional support.  Many teachers are at their wit's end, and who could blame them.  Sari Beth Rosenburg shared the following:

Teacher morale and mental health are suffering as school board meetings intensify and the pandemic rages on. They are facing renewed attacks on the very content that we teach while school shootings are becoming more frequent again after a respite during the pandemic. It should come as no surprise that teacher morale and mental health are suffering as a result. In fact, we are seeing a growing teacher shortage in America, bordering on a national crisis. It is crucial that we find ways to support teachers, especially as student mental health is also suffering as a result of the pandemic.

As someone who spends a great deal of time working side by side with teachers in schools, I couldn’t agree more.  In a previous post, I outlined an array of detailed strategies that administrators can leverage to lessen staff load, including mental health days, covering classes, getting rid of meetings, grading grace periods, and eliminating non-instructional duties. Grace and empathy can be shown through electronic polling to see what they need. Bigger lifts included finding ways to add additional time for planning or securing outside counseling services. At this point, it is critical to consistently show you care no matter your role in education. 

We cannot ignore the other educators who need social and emotional support, including counselors, coaches, instructional aides, administrators, or anyone else who serves students.  While they are typically more behind the scenes, some are suffering as well. Here is where Central Office, boards of education, families, and community members can step up.  Extending breaks, thank you cards, substituting, or food items can go a long way to help all educators cope a little bit better. 

A systematic approach employ’s a Maslow’s before everything else lens.  If we don’t take care of all of our people – students, teachers, support staff, administrators – our education system could be damaged in ways that will be felt for generations.  

Supporting Mental Health in Schools

The COVID-19 pandemic has taken a toll on students’ mental health, from coping with stress and anxiety about their health or the health of loved ones, isolation from friends, and now, a school year that, in many cases, looks very different than any they’ve experienced in the past. 

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All of these issues have a very real impact on students’ ability to succeed in school this year. I wrote in detail recently about the need for schools to be proactive about supporting students’ social-emotional health. However, our current environment presents some challenges such as:

1. Identifying mental health issues in a remote learning environment

As a former principal, I know that teachers and administrators are often the first line of defense to spot warning signs that students are suffering from mental health concerns. As we get deeper into the school year and the pandemic continues and many students remain in a distance learning environment, it will be more and more difficult to identify students who might be in need of help.  For example, if a student is engaging in self-harm, it’s easier for them to hide it by simply turning off their camera. When teachers don’t see peer groups together, it is more difficult to detect if there are situations of bullying occurring. 

Joe Laramie and Holly Kelly recently shared several things teachers should watch for, including: 

• Significant changes in attendance, such as only showing up for certain hours of class, or not showing up at all
• Significant changes in how the student is attending class. For example, if they typically have their video on, and then suddenly start keeping it off
• Increased attention-seeking behavior during class such as clicking their mute button on and off during a session

2. Use of paper-based systems 

Many schools still rely on paper-based systems to record concerns, which is an antiquated way to do business and also can prevent timely intervention. After all, it does no one any good if a teacher notices a concern and wants more background, but the student’s records are locked in a filing cabinet and the school is shut down due to COVID. This is a serious problem and one that we can address fairly easily simply by adopting the right technology.

Embracing technology

We live in an increasingly technology-driven world and schools should take advantage of the tech tools available to support student mental health.  I recently discovered a great new free tool from Impero Software called Impero back:drop that helps schools keep track of concerns. Impero back:drop allows authorized school staff members to record any concerns they have about student wellbeing. They can also access and share histories for each student in order to get a full picture of that student’s health and wellbeing. It eliminates the need for paper-based reporting systems and can be used whether students are learning at school or at home.

While Impero offers Impero back:drop free, they also offer a premium suite of student safety tools, including tools that let teachers view the students’ screens and tools that will alert school officials if students are typing certain keywords that could indicate concerns about self-harm, cyberbullying or other safety issues.

We live in an increasingly technology-driven world – made even more so with the advent of COVID-19  – and it’s important to have digital tools to support all aspects of education, including mental health and wellness so we can address any concerns in a timely manner and help students be successful in this very different school year and beyond, whatever the future holds. 

Important Lessons Learned During the Pandemic and How They Can Drive Needed Change

There is no shortage of challenges that have been leveled on schools during the COVID-19 pandemic. After some time, we have seen an initial move to all remote learning, depending on where you live, a shift to some sort of hybrid model.  A spike in cases has led to buildings being closed again and a resumption of remote learning in some locations.  Uncertainty and a lack of continuity have had a heavy toll on teachers, administrators, students, and parents. 

As educators continue to grapple with these challenges, lessons have materialized that can pave the way for needed change. Even though it is difficult at the moment to provide the time and energy to focus on these, it is essential to begin to lay the foundation. One day the pandemic will be over. Education can ill afford to revert back to the way things were done in many districts and schools. If the pandemic has taught us one major lesson, it’s that the system has not worked for many learners. The time is now to seize on the opportunity to do something about it while it is fresh on everyone’s minds.  

Below are some topics where vital lessons have been learned. Even though some have been prevalent prior to the pandemic, there should be a renewed sense of urgency to right the ship sooner rather than later.

Equity

The lesson here is that many learners have suffered from inequity because of socioeconomic status, inefficient resources, or insufficient pedagogy. If all kids are doing the same thing, at the same time, the same way, and in the same place, a red flag should be raised. Equity is about providing learners what they need when and where they need it. A move to real personalized learning at scale is the most logical step. At the same time, the digital divide has to be tackled where all learners have equitable access to a device, reliable WIFI, and quality resources.  

Infrastructure

Health and safety are of utmost concern right now. When the dust settles, long term planning should commence to install or upgrade air filtration systems and make hand sanitizer stations permanent. New classroom furniture that is flexible should be considered that can be arranged in ways to support collaboration and blended pedagogies that were implemented remotely.  As many schools decided to purchase devices for students as a means to ensure equity during remote learning, investments will likely need to be made to boost WIFI throughout buildings.  

Humans Crave Social Interaction

Social distancing and remote learning shined a light on the importance of interaction.  It is the foundation of which relationships are built and sustained.  A lesson learned is how critical it is to develop virtual experiences that incorporate discourse and collaboration.  We must also look for opportunities to increase human interaction in face-to-face settings.

Use of time

One of the biggest challenges for educators during the pandemic was time, especially when it came to implementing a hybrid model.  A lesson learned through this ordeal as we advance is to rethink how time is used in the classroom and innovative ways to give educators more of it during the workday. Both pathways require taking a critical lens to current practice and reflect on potential improvements. It is also vital to think about moving from traditional requirements such as the school calendar, seat time, and Carnegie Units (first rolled out in 1906, by the way) to competency models.  

That’s the way we’ve always done it (TTWWADI) inhibits change

Everyone has been presented with a clean slate. In the midst of an unprecedented period in education, the pursuit of innovative practices that break from the mold of what has always been done should be the imperative. Now, this is not to say that some “traditional” methods won’t still have value. It is up to each school system to determine what should be continued, which particular practices need to be shelved, and areas of focus that will benefit all learners. This includes digital pedagogy that consists of purposeful use, a move to personalized learning through blended strategies, use of data to differentiate, innovative assessment, and performance tasks. The big shift overall is to make a move from low to high agency methodologies. 

Importance of a learning management system (LMS)

Before the pandemic, many districts had an LMS (Canvas, Schoology, Google Classroom), but its uses varied greatly.  Many have realized how vital they were to continuity in learning, whether it was remote or hybrid. The key is to continue to ensure systemic use K-12 to support pedagogically-sound blended learning, self-paced activities, and the continuation of quality learning during extended school closures. It can also set the state to the creation of a viable virtual learning option for students who prefer this model.

More relevant professional learning

If there was ever a time to transform professional learning, it is now. The majority of educators will agree that one and done, as well as drive-by days or events, don’t lead to meaningful changes to practice at scale. One important lesson learned is the shift from this to job-embedded and on-going experiences. Another critical change is how professional learning is structured as well as the areas of focus. On the first point, there is a need to create or replicate the conditions that are reflective of the environments teachers and administrators work in currently. This should then be connected to relevant ideas and strategies that can be implemented in a practical way.  

SEL and our own well being

Social and emotional learning was a hot topic prior to the pandemic. It is even more imperative now as learners are grappling with social isolation, parents losing jobs, family members becoming sick, and a great deal of time spent on technology. We might not know for years, or ever, the full impact all of this has had on learners, which is why a proactive approach is needed that focuses on SEL competencies. Professional learning can fill this void. We can’t forget about the adults and what they are currently dealing with, especially teachers and the time being put in to manage and implement hybrid learning.  Although not directly tied to pedagogy, consistent efforts need to be made in the areas of mindfulness and health for all. 

I am confident that many of you reading this post could add numerous more lessons. Please consider adding them in the comments section below. You will also notice there is not much depth above. I only added a few suggestions in each category where vital lessons have been learned. It is up to you in your role to reflect on each and begin to take the required action in relation to your current situation. 

Developing SEL Competencies Through Technology

The COVID-19 unleashed an array of challenges that resulted in schools being closed for in-person instruction for many months.  As I write this post, many have begun the year with remote learning, while others have opted for a hybrid model where a certain amount of kids are still learning at home. There are growing concerns about students' mental well-being as well as inter- and intra-personal skills, which have only been magnified by not only the pandemic but also advances in technology as a result of the Fourth Industrial Revolution. Over the past few months, many kids turned to digital tools such as social media or games to pass the time.  So much so that one has to wonder about the overall effect on a social and emotional level. The fact is that we don't know the extent of the impact on kids and might not get a firm grasp on this for years.

In a recent article Venola Mason and Tawana Grover emphasized the priority to address the SEL needs of students during and after Covid-19:

Schools must be prepared for the aftermath of the pandemic. We have to elevate our attention to emotional Intelligence and can no longer view this work as optional. Covid-19 has forced us to see that being primarily focused on developing students' IQ is not enough, and in order to help students to reach their full potential, we must also help them to develop their EQ or emotional Intelligence.  When we address social-emotional learning (SEL) we advance emotional Intelligence. Consider the model below as a guide to helping students navigate challenges through prescribed modalities in mind shifts. 

It is essential first to understand where issues can arise.  At the forefront are social isolation and a feeling of loneliness. Then there are other mitigating factors stemming from digital drama, selfies, digital footprints, privacy violations, cyberbullying, distraction, time management, and violent video games. The inherent challenge and opportunity are to build and foster SEL competencies, including self-control, communication, humility, integrity, compassion, perseverance, courage, empathy, curiosity, teamwork, and gratitude.

Some schools have been proactive in this area, as pointed out in an article by Jessica Berlinski:

Schools across the country use a digital program that provides kids a safe place to explore their challenges, learn and practice skills to navigate them, and build the confidence to ask for help. The 420 lessons in the program, called Ripple Effects, cover core SEL skills as well as personal topics ranging from anxiety, bullying and marijuana to managing fears around an undocumented parent.

Knowing what the issues are and how recent events have amplified them, the time is now to be proactive.  Here are what districts, schools, and educators can do:

• Focus on the purposeful use of technology to support and enhance learning across the curriculum in both remote and face-to-face settings
• Train parents and students on SEL competencies, digital citizenship, responsibility, and cyberbullying
• Create anonymous tip lines for students and parents to report issues and concerns
• Model appropriate use aligned to SEL competencies, especially with the tools kids currently use (TikTok, Snapchat, YouTube)
• Communicate excessively with stakeholders using blogs, Twitter, Facebook, YouTube, and other pertinent tools highlighting SEL competencies
• Provide professional learning support to teachers and administrators

As social media becomes even more prevalent in students' lives now and in the future, it is critical that educators and schools provide the necessary support while embracing digital leadership. Delegate when necessary, but also consider reaching out to teachers and students for ideas. You got this!

Be sure to check out my entire #remotelearning series. 

When Reopening Schools Safety Must Come First

As more and more states and countries reopen their respective economies, schools will soon follow. Early lessons can be learned on how to do this successfully where this has already happened abroad.  Even though remote learning might continue in some form preparations for in-person learning have to be made. In a recent post, I outlined eight specific focus areas that should be considered as part of any re-entry plan.  The theme of health and safety was weaved throughout, but not emphasized in the image I had created.  After receiving feedback from several educators on social media, I rectified this oversight, but it also got me thinking a great deal more about what is on every educator's mind. When school does reopen will it be safe?

Safety is at the top of everyone's mind. A poll conducted by USA Today sheds some light on what essential stakeholder groups are thinking.

In an exclusive USA TODAY/Ipsos poll, 1 in 5 teachers say they are unlikely to go back to school if their classrooms reopen in the fall, a potential massive wave of resignations. While most teachers report working more than usual, nearly two-thirds say they haven't been able to properly do their jobs in an educational system upended by the coronavirus. A separate poll of parents with at least one child in grades K-12 finds that 6 in 10 say they would be likely to pursue at-home learning options instead of sending back their children this fall. Nearly a third of parents, 30%, say they are "very likely" to do that. 

Reassurance that schools will be safe has to be backed up by action, and planning must begin in earnest now.

I want to take my original question a step further. When schools and districts reopen will it be safe for everyone? Up to this point, the majority of conversations I have witnessed on social media, news pieces, and articles have focused on students' health and safety. It goes without saying that this is an extremely important group and should be emphasized. However, we must not forget all of the people that support kids both directly and indirectly, such as teachers, administrators, secretaries, instructional aides, bus drivers, cafeteria workers, custodians, groundskeepers, and other support staff.  The planning and step-by-step process of reopening have to be inclusive of, and sensitive to, everyone who plays a role in the functioning of a school or district.  

Even though those in power are ultimately responsible for developing a re-entry plan, successfully implementing it relies on all of the groups listed above.  Not only does it take a village in this case, but empathy and understanding need to lead the way. People need to feel valued, and the key is to have all stakeholders be an active part of the planning process so that health and safety concerns are not only addressed but acted upon. Below are some critical areas to consider as you or others lead a process to reopen schools safely.

Engage

It is vital to create opportunities for all stakeholders to be active participants in the planning process. If face-to-face meetings and town halls are not an option, set these up virtually. Also, consider creating polls or using tools such as Google Forms and social media to elicit input.

Listen

Engagement only matters if people feel that they are actually being listened to. The best way to illustrate that you have really listened is to act in some way so that the other person, or people, know that they were actually heard. The action could be moving an idea forward or explaining your decision to go in another direction. Share minutes and poll results. Respond to questions and pertinent comments on social media or through email. There will be times during the process when people just want to vent and be listened to. In these cases, the most important thing you can do is show you care. Listening is a lost art that needs to be embraced. 

Prioritize

The purpose of the engagement and listening process is to develop a list of action items to be considered.  When it comes to the health and safety of all, many valid ideas should be considered. Nonetheless, they will need to be prioritized in order of importance with health and safety given top billing.

Consensus

Sometimes decisions have to be made at the drop of a dime, but this does not. For the big decisions that will dramatically alter school culture post-COVID19, it is imperative that all stakeholders be represented, and their input is taken into consideration. Consensus means coming to a general agreement with those who have offered their perspectives and voices on how to open up schools safely.

All means all

No stone can go unturned when it comes to developing a course of action that impacts every person in a school or district. Inclusivity and equity need to be emphasized with a laser-like focus on the foundational levels of Maslow's Hierarchy, of which health and safety fall into. There will also be unseen issues that staff are grappling with. Sound plans must also account for the mental health needs of kids and adults.

Opening schools back up requires a team effort. People must not only be invited to the conversation, but their input has to be valued. The best way to do this is by following the guidelines listed above and show them that their concerns and contributions have been threaded into a re-entry plan.

Be sure to check out my entire #remotelearning series. 

In Times of Crisis Self-Care is More Important Than Ever

The majority of us did not see the COVID-19 pandemic coming. Up until this point, our lives were dominated by both professional and personal routines.  Sure, there might have been a few detours or hiccups that would throw us off course for a little while, but for the most part, we would all get back on track.  For me, my day would always start and end the same. Whether on the road or at home, I would get up by 5:00 AM, work out at the gym, down a protein shake, work, and then go to bed by 10:00 PM.  Well, just like everyone else, my whole schedule has been thrown off, and every day looks different. Like many of you, it has been difficult for me to adjust.

I loved my routine, and it was vital to my self-care. To get to the heart of the issue, here are some thoughts from Noma Nazish.

Self-care is important to maintain a healthy relationship with yourself as it produces positive feelings and boosts your confidence and self-esteem. Also, self-care is necessary to remind yourself and others that you and your needs are important too.

Still curious as to why it is so important?  Take a minute to reflect on this piece that I pulled from a health care website:

Why is it important? Self-care encourages you to maintain a healthy relationship with yourself so that you can transmit the good feelings to others. You cannot give to others what you don't have yourself. While some may misconstrue self-care as selfish, it's far from that. When you pay adequate attention to your well-being, you're not considering your needs alone. You're reinvigorating yourself so that you can be the best version of yourself for the people around you. Everyone around you also benefits from the renewed energy and joy you exhibit.

As districts and schools have moved to remote learning, more stress and pressure have been put on families.  There is no fault or blame here towards educators.  They are doing their best to keep learning going under challenging conditions that were never foreseen.  Parents and guardians, though, are trying to juggle so many conflicting priorities stemming from their own work at home responsibilities and that of their kids.  Remote learning has totally upended life at home for many of us. Combine all of this with the emotional and physical impacts of social distancing, and the result tends to be a lack of focus on or attention to self-care.

Here are some ideas I have. By no means is this an all-encompassing list. 

• Embrace new routines
• Expand your boundaries
• Learn a new skill or take up a hobby
• Be intentional about physical activity
• Open up to your spouse, kids, or friends about what you need
• Engage with family and friends using technology (Facetime, Voxer, Zoom, Google Hangouts)
• Take a break from technology
• Read
• Meditate
• Begin a journal
• Embrace nature
• Commit to a healthier diet
• Watch a movie or start a new TV show
• Listen to music
• Take a nap or sleep in

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The aspects of social and emotional learning (SEL) apply just as much to all of us during a time of crisis. Take care of yourselves, people. Empower others to pay attention to themselves and, when appropriate, guide them to embracing various avenues of self-care. Finally, educate families and kids as to how they can also make the time to care for themselves. 

Be sure to check of the rest of my #remotelearning series.