The educational landscape is changing rapidly, and student behavior is at or near the top of the list of concerns. According to the National Center for Education Statistics (NCES), 84% of schools report a negative impact on student behavioral development due to the pandemic, and 87% report a negative impact on students’ socio-emotional development (NCES, 2022).
A mid-year behavior reset can change the trajectory and help create a more positive and uplifting environment for students and staff members. Check out the blog and video below!
Many educators are aware of the importance of promoting students’ social-emotional skills and how this can be done through well-coordinated and implemented social-emotional learning (SEL) programs and practices. But whether or not these approaches are being implemented effectively and the level of impact they are having on student outcomes can be a bit more difficult to determine.
Many districts and schools are now regularly collecting data assessing students’ social-emotional and behavioral skills. Data from assessments and screeners are typically used to identify students needing additional support. Other pieces of data, such as behavior monitoring or tracking, are commonly used to track the progress students are making toward their goals.
This blog was updated by Trudy Bender on September 6, 2022.
Educators are becoming increasingly concerned about their students’ mental health and well-being. Research has shown that isolation and loneliness were often associated with psychological symptoms across childhood and adolescence even before the pandemic.
When developing strategies to improve academics and social-emotional learning, it’s easy to get stuck focusing on only the curriculum, lessons, and approaches we use with individuals or groups of students. Sometimes, it can be beneficial to take a step back and think about the context and environment in which students are learning and how those can be improved.
As schools and districts make the shift to include social-emotional learning (SEL) within their overarching MTSS practice, we often get questions about where student behavior fits into this framework. Many educators still view SEL and Behavioral Health as separate areas, but what’s more problematic is when these two areas are not aligned.
Many educators are familiar with social and emotional learning (SEL) and a Multi-Tiered System of Support (MTSS), but integrating these two frameworks can be challenging. Not only does it require a complete understanding of both SEL and MTSS, but there also needs to be cohesion and collaboration across different leadership teams, classroom teachers, as well as academic, social-emotional, and behavioral specialists.
Below, we outline four common problems that educators run into when merging these systems and our recommendations for resolving these issues to ultimately strengthen SEL implementation within MTSS.
The Multi-Tiered System of Support (MTSS) framework has engaged educators in using data-driven approaches to support students in gaining the skills they need to succeed in academics. More recently, with the emerging growth of social and emotional learning (SEL) coming into focus, schools and districts are aiming to incorporate SEL in the same context to prepare students for lifelong success.
All students (and adults) have strengths and weaknesses. In K-12 education, student weaknesses and areas of concern are sometimes more apparent, while strengths can fade into the background. Over the past decade, there has been a movement in education to be more explicit in addressing student strengths and encouraging the use of instructional practices to promote growth in areas that might need improvement.
The MTSS framework provides an excellent opportunity for educators to shift their instruction, problem-solving, and planning to include student strengths in addition to areas of needed support. Below we outline the difference between the strengths and deficit lens, how focusing on strengths benefits all key stakeholders in education, and specific guidance on using a strengths-based approach in MTSS.