Lower School Social and Emotional Learning
At Sandy Spring Friends School, we approach learning holistically. Here, we believe that social and emotional learning (SEL) is just as important as academic learning—and that academic success is intertwined with social and emotional competencies, especially for our youngest learners.
Because of this, each of our teachers have been extensively trained in evidenced-based SEL strategies and thoughtfully deploy them within SSFS’ inquiry-based learning environment. How exactly do we help our preschool and elementary-aged students toward some of the most integral parts of education and human development?
"A major draw of SSFS for our family was the SHINE program, which places a beautiful emphasis on social-emotional learning. We deeply value the way it aims to equip the children with the tools to understand themselves, connect with others, and navigate the world with empathy and confidence."
SSFS teachers understand the limitations of applying a one-size-fits-all approach to all learners. In the Lower School, we apply several approaches to address the varying aspects of development for our students, using strategies derived from evidence-based programs as the core of both our academic teaching and social-emotional learning (SEL).
All Lower School teachers have been trained in the Responsive Classroom Approach that supports the development of the whole child, academic and social emotional growth and to create caring classroom environments for our students to thrive. Responsive Classroom’s core competencies are Cooperation, Assertion, Responsibility Empathy, Self Control (C.A.R.E.S.) These competencies also complement the teaching of the Quaker Values of Simplicity, Peace, Integrity, Community, Empathy, Stewardship (S.P.I.C.E.S.)
Our first six weeks of school are focused on building the social-emotional connections and shared expectations needed to create a safe, trusted learning environment. The daily practices employed in each classroom–from morning meeting routines and classroom rules and expectations to the hands-on, inquiry-based activities that keep students engaged in their learning–illustrate these approaches and our commitment to creating a sense of belonging for each student.
Our approach to the SEL instruction and support grounded in the Responsive Classroom Approach aims to improve each student’s level of Cooperation, Assertiveness, Responsibility, Empathy, and Self-control/self-awareness (known by the acronym “CARES”). All instruction is intended to deepen students’ understanding of C.A.R.E.S. competencies and are inspired by our monthly Quaker themes, as well as research-based activities and target core competencies and CASEL (Collaborative for Academic, Social, and Emotional Learning).
Students begin by learning about the development and maintenance of consistent mindfulness practice, both in and out of the classroom as also experienced in Meeting for Worship. SSFS students are introduced to basic concepts of mindfulness practice such as mindful pausing, speech and language, listening, presence, and movement. The introduction, practice, and embodiment of these mindfulness concepts help our students to be present for academic learning and to enhance their social relationships in and out of school.
Our integrated curriculum provides an opportunity to explore issues around belonging, justice, identity, diversity, equity, and inclusion. We are inspired by the SSFS Community Norms and skills related to civic engagement. Students have opportunities to examine historical and current events in developmentally-appropriate ways, providing many different perspectives and intentional time for activities and projects, all geared towards providing an empathetic, kind, and understanding space as we address these complex topics.
Our Lower School students have the opportunity to embrace a culture of self-reflection and self-improvement in a kind, thoughtful, and non-judgmental way. We also understand that each student comes to school with a unique constellation of perspectives shaped by their own families’ values, cultures, and views, and we look to our families to partner delivery of SEL content by sharing content covered in our classes, soliciting feedback and perspectives that may not already be represented in our course content, and supporting ways to encourage discussions about these important topics at home.
At SSFS, we’re as committed to assessing and evaluating our practices as we are to basing them on research and evidence. That’s why we collect, share, and analyze data from:
- Teacher communication in parent meetings and conferences
- SEL goals, targets, and tracking includes checking in with parents, as well as setting individual and group meetings with students
