Three ways KIPP Texas Public Schools is leading their students to lead fulfilling lives with Social and Emotional Learning

Kevin Kerr, Director of Social Emotional Learning, KIPP Texas Public Schools

Kevin Kerr, Director of Social Emotional Learning, KIPP Texas Public Schools

The past two years in a pandemic have shown society that social and emotional learning is essential for children. Pre-pandemic, the fast shift to online learning was stressful for students and shifted their classroom experience. Our students didn’t get to see their friends in person for months on end. Their daily routine and feeling of being together were impacted. It is as vital as ever that educators be intentional about addressing the academic and social and emotional needs of the students. Students need to learn about healthy relationships, positive communication, and growth mindset just as they need to fill the gaps in reading and mathematics.

Now that we are back in the classroom, it is still important that schools continue their social and emotional learning in their daily lesson plans. Recent research from the Collaborative for Academic, Social, and Emotional Learning (CASEL), shows that when students have supportive relationships and opportunities to develop and practice social, emotional, and cognitive skills across many different contexts, academic learning accelerates.

“Students need to learn about healthy relationships, positive communication, and growth mindset just as they need to fill the gaps in reading and mathematics.”

The vision for Social and Emotional Learning (SEL) at KIPP Texas is that all students and adults will internalize and practice the social and emotional skills needed to pursue their paths to lead fulfilling lives and create a more just world. Below are three ways our SEL department is working to build healthy relationships and the capacity for adults to make a positive, welcoming and equitable environment where students are known, valued, and heard.

Having a framework for schools

We must resist thinking in siloed terms when it comes to social-emotional learning (SEL), academics, and equity. Rather, these elements of our work as educators and partners go hand in hand. We have created the following framework approach to address four areas of SEL intentionally:

• Climate and Culture- Intentionally develop a positive, equitable climate and culture in our school and classroom for all learning community members. One way this is done is by giving 30 minutes daily to support students' social and Emotional health with SEL practices and programs. During this time, teachers may conduct morning meetings or community circles and teach one of the SEL programs. This time is dedicated to learning new skills to build better relationships, set and achieve goals, develop a growth mindset, and much more.

• Social and Emotional “Learning”- All schools are provided with a program that explicitly teaches skills to develop the five core competencies of SEL: self-awareness, social awareness, self-management, relationship skills, and positive decision-making. All programs are CASEL-approved and research-based. The lessons are developmentally sequenced to promote skill-building and maturity throughout each level of schooling.

• Integration- We do not want SEL teaching and learning to stop after the 30 minutes dedicated to brave and belonging advisory. Teachers are also learning how to integrate SEL throughout their day and reflect on what is being taught and how students can apply these lessons to their lives.

• Family and Community- We also provide resources and information for schools to share with families and caretakers around SEL topics. Parents and community members are partners with us in developing the social, emotional, and academic needs of our students, so we are intentional about including them in our framework. .

Conducting an assessment survey

Hearing feedback from our students on the framework and lessons given is very important for the team to assess if they are benefiting and learning from SEL. Earlier this year, students were given an assessment survey to gather data on their growth mindset, sense of belonging and school climate. Survey results showed that the younger you are at KIPP Texas, the more likely you perceive the school climate to be positive, feel that you are valued and belong at school, and feel that you have the potential to change your performance. Next school year, we will be going through these results with student ambassadors at our first-ever Brave and Belonging Student Leadership Conference.

Creating an SEL Conference for students

During the 2022-23 school year, we plan to host our inaugural Brave and Belonging Student Leadership Summit. This event will serve as an opportunity to bring our 5th- 12th grade student ambassadors from each middle and high school to a central location to develop and practice their SEL leadership skills by sharing data and allowing them to create strategies to develop a more positive climate at their school.

Overall, KIPP Texas has been intentional about the SEL development and growth across all schools. We hope to continue to grow, collaborate, and listen to all stakeholders to create positive, welcoming schools where students will be prepared not only for academic success, but success in their lives outside of our doors.