A Few Best Practices for SEL Activities in Middle School

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Middle school is tough and teachers are most definitely aware. Consider using some of these best practices as you implement future SEL activities for your middle-school-aged students.  

  • Use a variety of teaching methods. 

SEL programs have a positive impact on adolescent development. The effects are strongest for programs that utilize age-appropriate and diverse teaching methods which focus upon self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Click here for specific teaching strategies to encourage SEL success in your classroom. 


  • Focus on active learning.

Active learning in youth programs keeps our students engaged. Active learning is more effective than passive learning because it engages students and helps them to develop and exercise critical thinking skills. Click here for more on active learning activities to help encourage student engagement. 


  • Create a safe and supportive environment.

It is important for educators to carefully promote social and emotional learning (SEL) in schools. There should be an emphasis upon the need for creating a safe and supportive environment for students, as this is essential for SEL to be effective. More on elements of a safe and supportive SEL environment here.


  • Use age-appropriate materials.

SEL is associated with positive academic outcomes. The effects are strongest for programs that were implemented early on and it is important for activities to be focused upon self-awareness, self-management, and social awareness. Middle school appropriate SEL materials. 


  • Encourage and promote positive relationships.

The quality of the relationship between a child and their teacher is predictive of the child's academic achievement in middle school and the importance of these relationships begins in lower grades. The effects are strongest for children who are at risk for academic difficulties. Click to read A Portrait of a Positive Student-Teacher Relationship. 


References

Brackett, M. A., Rivers, S. E., & Salovey, P. (2012). Social-emotional learning and academic 

outcomes: Findings from three decades of research. Review of Educational Research, 

82(3), 329-354. doi:10.3102/0034654311421724


Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The 

impact of social-emotional learning programs on child and adolescent development: A 

meta-analysis of meta-analyses. Child Development, 82(1), 405-432. doi:10.1111/j.1467-8624.2010.01564.x


Shernoff, D. J., & Vandell, D. L. (2011). Promoting positive youth development through youth 

programs: Lessons from research and practice. New Directions for Youth Development, 

132, 5-15. doi:10.1002/yd.20006


Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., & Weissberg, R. P. 

(2003). Promoting social and emotional learning: Guidelines for educators. Alexandria, 

VA: Association for Supervision and Curriculum Development.

Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of 

children's school outcomes through middle school. Child Development, 72(2), 625-638. doi:10.1111/1467-8624.00306 books.google.com/books?id=q7myR_bldJ8C



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