Academy for Social-Emotional Learning in Schools

School Culture / Climate



How to Embrace the Student Engagement Challenge

Summary:  This article describes a high school that claims “100% Student Engagement, 100% of the time.”  This is a lofty claim and it took tremendous effort to get there.  Read about how this school placed a laser focus on student engagement.

Source:  Ben Owens, Education Week, January 24, 2017

Categories:  Student Engagement, Student Voice, Classroom Practice, School Culture/Climate



SEL Part of NYC Charter’s Foundation

Summary:  The Renaissance Charter School in New York City has incorporated a focus on social-emotional learning as a founding premise of the school since its opening in 1993.  The school provides for morning meetings at the elementary level and advisory periods in middle and high school to address the social and emotional needs of students.

Source:  Tara Garcia Mathewson, Education Dive, January 24, 2017

Categories:  SEL Basics, School Culture and Climate, Classroom Practice




6 Things Teachers Can Do When Bad News Strikes

Summary:  This article speaks to the importance of dealing with tragedies in a responsive way in school.  What can teachers do when events in the news affect our students and their ability to learn?

Source:  Angie Miller, Education Week, January 19, 2017

Categories:  Relationships and Trust, Emotional Intelligence, Empathy, School Culture/Climate




Language, Behavior, Moral Standards, and Leadership

Summary:  This article speaks to the importance of creating and maintaining a climate of respect and positive core values.  The authors use the example of the locker room mentality which is often used to excuse inappropriate comments or bad behavior.  Clearly, our schools need to meet a higher standard.

Source:  Jill Berkowiwicz and Ann Meyers, Education Week, January 12, 2017

Categories:  Core Values, Codes of Conduct, Student Behavior, Classroom Practice, School Culture and Climate



Woman Leader

6 Paths to Better Leadership

Summary:  School leaders can undertake these six key tasks to make a difference in the lives of their students and improve school communities.

Source:  Maurice Elias, Edutopia, July 18, 2013 Updated December 20, 2016

Categories:  SEL Basics, Leadership Qualities, School Culture and Climate



Friends - High School

Should There Be a 5th C in the Partnership for 21st-Century Learning?

Summary:  In this article, Peter DeWitt proposes that School Climate should be the fifth C as part of 21st Century Learning.  He proposes that School Climate is the variable the everything else sits on and is fundamental to the other 4 C’s.

Source: Peter DeWitt, Education Week, January 8, 2017

Categories: School Culture/Climate, SEL Basics, Student Achievement



Free Play

How Finland’s Youngest Learners Obey the Rules — By Fooling Around in School

Summary:  This article shares the importance of play in helping young students to success in school.  This is central to the success of Finland’s educational system according to author William Doyle, a Fulbright Scholar who now teaches at a university in Finland.

Source:  William Doyle, The Hechinger Report, January 8, 2017

Categories:  School Culture/Climate, Classroom Practice, Student Achievement



group of school kids and teacher in classroom

Classroom Climate: How Empowered Teachers Create the Relationships Children Need to Learn and Flourish

Observations by educators confirm what studies show repeatedly: a positive school climate reduces bullying behaviors. As a result, educators have been engaged in initiatives to assess and improve the climate of their schools.

What is climate? The general consensus is that it involves the “feel” of the school environment that results from the daily interactions between students, teachers, support staff, administration-everyone in the school community.

Where does this school climate originate? It is made of all of the “internal” climates of all members of the school, and thus is an inside out process. If the collective internal climates of the school’s members is positive, then the impact on the school climate as a whole will go in a positive direction.

What does “internal’ climate mean?  It can be described as the state (at any given time) of one’s intellectual and emotional mind that has a direct effect on one’s behavior.  Yet, while we describe it as internal, it has a lot to do with the nature of the interactions and relationships a person experiences in a school.

How does a child’s positive internal climate emerge? It certainly is an ongoing process that that starts at birth and begins with how a child relates to parents and other caregivers, as well as siblings. Once the child enters school, then the school plays a major role in this process.  And, the classroom, specifically the teacher/student relationship, is the focal point for the growth of the child’s positive internal climate.

Why is this so?  We all know that children often spend more time with their teachers than with their parents and that teachers have  a powerful influence on their students. Teachers who have an understanding of how they can create a positive internal climate of their students and a positive classroom climate have the most success. Teacher behavior is the key and the empowered teacher can make the most impact toward positive classroom climate

What makes an empowered teacher?

  1.  Empowered teachers know that the relationship that they establish with their students, both individually and as a whole, is the most important factor in classroom climate, academic success, and healthy emotional/social development of students.
  2.  Teachers know that they are attachment figures and understand the behaviors that create a secure attachment between adult and child.
  3.  They understand their position a leaders in the classroom
    1. They have a strong mission statement.
    2. They are powerful model of  mature adult behavior and moral character.
    3. They are responsible for the physical, intellectual and emotional safety of the students in their classrooms.
    4. They know that they are watched, referenced and imitated by their students.
    5. They  understand, use, and promote healthy boundaries.
  1. Empowered teachers understand the role of emotions in teaching and learning:
    1. They know that they must model and teach healthy social/emotional skills.
    2. They know  that emotion and learning are intricately connected, because emotion drives attention, which drives memory, which drives learning.
  1. Empowered teachers understand that who they are as people, their roles, talents,  skills,  natural ways of interacting with the world, and  their  communication  styles all have an impact on their students.

All of these characteristics, roles, and practices are at the core of the empowered teacher. And when put into practice in the classroom, can have a powerful effect on the child, classroom, and school climate.

Joanne MacLennan is a faculty member and SEL specialist at  the College of Saint Elizabeth in Morristown, NJ.  She provides professional development for the Youth Empowerment Alliance at United Way of Northern NJ and is on the faculty of the Academy for Social Emotional Learning. She can be reached at:




The Myth of Walkthroughs: 8 Unobserved Practices in Classrooms

Summary:  This article looks at the practice of Classroom Walk-throughs (informal observations) and provides some insight on what might be missed or misconstrued in using this practice.

Source:  Peter DeWitt, Education Week, April 19, 2016

Categories:  Classroom Practice, School Culture/Climate, Teacher Evaluation, Teacher Collaboration




Connecticut School Uses ‘Mindset Man’ to Develop Growth Mindset Among Students

Summary:  Mindset Man, a caped superhero, teaches students it’s OK to make mistakes and that if they put in enough effort they can improve their performance at West Woods Upper Elementary School in Farmington, CT.

Source:  Tara Garcia Matthewson, Education Dive, December 21, 2016

Categories:  Mindset, Student Achievement, School Culture and Climate