Writing Question
1 Should Schools Implement SEL Programs in the Classroom? Fatima Washington ENG 240 Professor Zimmer January 26, 2024 2 The education division widely perceives social emotional learning (SEL) to be an important aspect that should be included in classrooms to promote students’ development. There are many advantages of SEL integration in the education system and they go beyond influencing only educational results. Social emotional learning not only improves academic achievement, but it also helps students become better people by creating well-developed interpersonal skills and promotes psychological health. In my paper, I will discuss points at supporting that schools should integrate SEL in the class setting since it supports students not only for academic success but into role models for future generations. According to Robertson et al., (2022) students who participate in SEL activities develop better levels of attention, problem-solving skills, and improved learning outcomes. However, a low level of SEL can lead to disruptive behavior that disrupts the learning process for their problematic student and peers. The authors further pinpoints that social-emotional learning for a long time has been used to determine children behavior including their, their performance at school. Therefore, disruptive behaviors in the classroom may reflect emotional challenges emphasizing the child’s incapability of focusing on learning resources. When teachers meet these dynamic needs via SEL programs, they promote a perception that students are supported and understood, an atmosphere favorable for participation in learning. Social Emotion Learning (SEL) is one of the components’ parts whose main role is to ensure that there are critical skills learned, which generally help in preparing students for life goals. SEL provides the interactions between emotions’ thinking and actions developed to equip individuals with strategies of dealing with reactions for emotional command. According to Lang et al., (2020), in their study self-awareness has an important role to play because awareness involves recognition and understanding one’s emotions. So, activities 3 like mindfulness exercises and reflective practices that help a student become aware of their inner state are included here. This gives mental and emotional composure because human beings can point out the sources of stress as well as what troubles them. By knowing and accepting one’s emotions, People understand how to respond or react in some situations leading them to establish flexible behavioral patterns. Additionally, SEL underlines self-regulation as one of the central elements in controlling numerous emotions. This ability is needed for emotional stability because it enables individuals to respond in a calm manner when faced with challenge, stress tension or adversity. The interventions used in the SEL programs are deep breathing, mindfulness approaches and positive coping skills that help through self-control of emotions. Regulation of emotions is beneficial in more than one way because apart from promoting emotional health, it also leads to resilience through adaptability and coping plans that allow individuals or groups to survive tough situations. Apart from wellness, SEL considers few other aspects by concentrating on the role of interpersonal relationships and social awareness. The building of a positive social environment relies on the emergence of empathy and capacity to effectively communicate, as well as relationship-building attitudes. Social ties shields against the harmful effects of stress and hardship, adding much to emotional health. The socialemotional learning approach uses collaborative activities and experiences through group conversations that encourage the individual to value perspectives from others, creating a feeling of unity among people. SEL also stresses responsible decision making, allowing individuals to make educated choices about life actions that promote their values and will positively impact their well-being, for instance. Through SEL, people are encouraged to think about the effects of their actions and focus on self-preservation, among others. This ability to make wise and 4 responsible decisions is one element that represents resilience, which helps individuals face challenges as proactive problem-solvers. Regardless of its promise to transform the education division, successful SEL implementation in the class environment is hindered by the need for teachers to integrate inclusive practices that will cater to the diverse learning needs of the children. According to Johnson et al., (2023), the most prevalent issue is the unpreparedness of general education teachers to integrate students with high support needs (ESN) into regular classrooms. Although the importance of including students with special needs is realized, many teachers highlight that they need to be better prepared through training in handling learners from diverse backgrounds are lacking (Johnson et al., 2023). To overcome this challenge, teacher training and targeted professional development programs should be deployed. This should integrate both knowledge and practical strategies for modifying instruction in an attempt to meet needs of all learners. Therefore, empowering educators to effectively create inclusive learning environments where every student has their share of success, will be attained through implementing continuous professional development programs that equip with the necessary skills and confidence. Additionally, structured planning and support systems need to be put in place for the participation of students with IDD in the general education system to have some meaning. Despite the success of inclusive education, challenges are faced by educators due to a principlebased approach in planning inclusion situations (Carpenter et al., 2023). The integration policies and support mechanisms put in place at the schools make it possible for learners with IDD to receive appropriate accommodations as well as services that would effectively improve their handling of ordinary classes. 5 The other issue is the comparisons between perceptions and attitudes to learning writing in general education and their counterparts in special education. Graham et al., (2023) identify that there are significant differences between the perception of preparedness and confidence in teaching writing to students with learning disabilities. Thus, they need special efforts like specific interventions and appropriate professional development activities aimed at supporting the provision of other significant skills for teaching writing to learners with various learning demands. In addition, teachers who work with deaf and hard hearing children may have complex issues related to teacher self-efficacy and beliefs about writing instruction. Even though elementary-grade teachers of deaf and hard-of-hearing students show some confidence as writing instructors, there is still an opportunity to improve upon encouraging a fine-grained approach to children’s writing development (Graham et al., 2021). With a strong emphasis on the growth mindset and continuous support via professional development programs, schools can help teachers improve their teaching practices to better suit students with hearing impairments. Inclusive practices encompass a more comprehensive coverage, including behavioral interventions, support, and academic instruction. However, fully enrolling students with significant PBIS needs in School-wide Positive Behavioral Interventions and Supports (SWPBIS) implementation is complex (Walker & Loman, 2021). However, all the levels of a SWPBIS framework require educators to actively adopt and cater to the varying needs presented by students with learning disabilities. This entails continuous training, cooperation, and dedication toward the development of an accommodating school environment whereby behavioral needs are met for every student. 6 Teaching in inclusive education presents various challenges, and solving them requires strategic attention to aspects that include comprehensive training, systematic planning, targeted interventions, and support. By adequately funding teacher training and utilizing evidence-based practice, schools can ensure inclusivity in the learning setting to aid all students in achieving academic and social well-being. Although schools recognize that SEL is crucial, some are concerned that it may increase burden on the already crowded academic calendars and teacher workload. However, schools do not need to create SEL plans from scratch as several states and districts have already developed standards, guidelines, and tools that can significantly help. A study by Dusenbury & Weissberg (2018) reveal that the Collaborating Districts Initiative developed by leading educational organizations allows districts to implement SEL using tested strategies. They include the fully integrated SEL with academics and school culture, equal access to ESL programs, community opinions, student need evaluation, regular assessment, and sufficient staff Training. Further, Dusenbury & Weissberg (2018) collaborating with these districts allow for the personalization of the SEL approaches, ensuring it fits into what a particular district needs. Cooperation is critical because such collaborative efforts facilitate smooth integration of SEL across the states through their policies and programs. The connection between equity, cultural competence and SEL is addressed as a cohesive unit that promotes inclusive culturally sensitive programs. Collaborative effective communication strategies are devised involving all stakeholders. At the district level, professional development is promoted to ensure that educators are trained with sufficient knowledge. Several lesson plans and programs have also been designed to allow schools to integrate the teaching of social-emotional skills along with other subjects. Leaders should look at 7 options and select resources that suits the particular populations of their schools in different contexts. Although custom programs require coordination, schools have materials that can help. Although schools provide the most incredible opportunity to teach social-emotional skills because they have access to students and contact time with them, SEL works more effectively when consistently reinforced within home environments and in peer environment. According to Thierry et al., (2022), schools can teach and work with families to ensure consistency in SEL between home schools, afterschool programs, religious institutions, and community centers. This is because SEL program act as a sturdy foundation for improving student academic success and growth within three years (Thierry et al., (2021). To achieve great outcomes, educators need to educate the community on what SEL does for kids and who needs it most. They should also examine the language or the program’s outlook, tailor their practice accordingly, and access opportunities where the program can complement their teaching practice. This will empower them to hold training sessions for parents to learn how they can integrate SEL skills in conversing, relating, and controlling their children’s behavior. Teachers can offer tools such as feeling charts and conflict resolution steps when setting realistic development expectations for the children. Families should regularly be informed of the SEL goals, lesson examples, and some ideas they can practice with their child at home. Teachers can collect feedback on the training effectiveness through questionnaires, interviews, and discussions with the parents. Well-established school-family relations ensure an opportunity to practice social-emotional skills in all aspects of life until the abilities become natural. More so, community investment in SEL ensures that the programming is supported even during leadership and policy changes. 8 In conclusion, Social Emotion Learning (SEL) is one of the fundamental components in classroom integration that cannot be neglected because it aims at developing students comprehensively. This venture has brought out several things that stand way beyond academic capability such as sounds interaction skills and a friendly school in addition to others. SEL promotes not only improved academic performance as a result of attentiveness and solving skills but also stops the patterns in disturbed activities, making it an inspiring learning environment. Additionally, development of interpersonal skills bring togetherness in classrooms as well as preparing learners for success life outside the school. The meaningful impact on mental health makes it possible for students to possess individuals’ ways of changing that is beneficial during their mature life time. As schools continue to develop further, SEL should be employed so that students can fully prepare for academic success and prepares the strengths necessary in overcoming challenges encountered outside of school. 9 References Carpenter, M. E., Walker, V. L., Fredrick, D., & Edyburn, D. L. (2023). Systematically Planning Supports to Promote Access to and Meaningful Participation in General Education Settings for Students With IDD. Teaching Exceptional Children, 56(2), 90–97. https://doi.org/10.1177/00400599231182624 Dusenbury, L., & Weissberg, R. P. (2018). Emerging Insights from States’ Efforts to Strengthen Social and Emotional Learning. Collaborative for Academic, Social, and Emotional Learning. Graham, S., Collins, A. A., & Ciullo, S. (2023). Special and general education teachers’ beliefs about writing and writing instruction. Journal of Learning Disabilities, 56(3), 163–179. https://doi.org/10.1177/00222194221092156 Graham, S., Wolbers, K., Dostal, H., & Holcomb, L. (2021). Does teacher self-efficacy predict writing practices of teachers of deaf and hard of hearing students? Journal of Deaf Studies and Deaf Education, 26(3), 438-450. Johnson, H. N., Wakeman, S. Y., & Clausen, A. M. (2023). Inclusive Supports and Strategies to Increase Opportunities to Respond for All Learners. Teaching Exceptional Children, 56(2), 72–80. https://doi.org/10.1177/00400599221114432 Lang, S. N., Jeon, L., Sproat, E. B., Brothers, B. E., & Buettner, C. K. (2020). Social emotional learning for teachers (SELF-T): A short-term, online intervention to increase early childhood educators’ resilience. Early Education and Development, 31(7), 1112-1132. 10 Robertson, P., McCaleb, K. N., & McFarland, L. A. (2022). Preparing all educators to serve students with extensive support needs: An interdisciplinary approach. The New Educator, 18(1-2), 87-109. https://doi.org/10.1080/1547688X.2022.2055248 Thierry, K., Vincent, R., Norris, K., & Dawson, O. (2022). Improving school readiness for a social emotional learning curriculum: Case study of a school-mental health agency Partnership. Journal of Research in Childhood Education, 36(3), 483-505. https://doi.org/10.1080/02568543.2021.1960938 Walker, V. L., & Loman, S. L. (2022). Strategies for including students with extensive support needs in SWPBIS. Inclusive Practices, 1(1), 23-32.
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
