Research on social-emotional learning has identified important links between competencies such as self-regulation, perspective-taking, goal setting, and social skills, and students’ academic success. When SEL is directly embedded within and throughout instruction, students have the opportunity to apply social-emotional skills to their development of academic skills. As a result, best practice recommendations for effective SEL implementation include the integration of SEL with academics.
In this webinar, we will present our team’s internal research on the links between social-emotional competencies and students’ growth in Reading and Math. In addition, we will outline strategies and approaches for teaching and reinforcing social-emotional skills during academic lessons across subject areas (e.g., Reading, Math, Science, Social Studies). Finally, we will highlight the work being done by one of our district partners in their integration of SEL and academics within a Multi-Tiered System of Support.
Webinar participants will:
Jordan Sanders Griffith
Jordan Sanders Griffith is a Professional School Counselor with a Masters in Education from the University of North Carolina. After a career developing and delivering educational programming with international nonprofits and museums, she transitioned into public education in 2020. Trained in the Strengths-Based Comprehensive School Counseling model it is her belief that integrating the social and emotional needs of students into every part of the school day leads to better academic and behavioral outcomes. Ms. Sanders Griffith has been focused on building a strong MTSS foundation to create a system able to respond to the needs of all students. She currently serves as the Middle School Counselor and MTSS Coordinator at Thomas Jefferson Classical Academy in Mooresboro, NC.
Dr. Essie Sutton
Essie Sutton is an Applied Developmental Psychologist and the Director of Learning Science at Branching Minds. Her work brings together the fields of Child Development and Education Psychology to improve learning and development for all students. Dr. Sutton is responsible for studying the impacts of the Branching Minds on students’ academic, behavioral, and social-emotional outcomes. She also leverages MTSS research and best practices to develop and improve the Branching Minds platform.