If Columbus had SEL-ed in 1492 would we still be blue in 2022?
While reflecting on the theme of current SEL practices in schools, I could not help but recognize that SEL was not commonly practiced when I was a child attending suburban public schools. Was this because students were not stressed, less depressed and not as anxious thirty years ago as compared to present day? Could it be that post-Covid, the need for emotional self-awareness has suddenly increased? It is possible that just as we are advancing in many other areas over the years, perhaps SEL is a relatively new phenomenon whose worth has only recently been discovered? While we set sail some years ago towards a journey of understanding and implementing SEL (social emotional learning), we have more S-E-L (studying, educating and learning) of SEL to navigate and explore.
Historically speaking, as the islands of the Bahamas were present prior to the “discovery” by Christopher Columbus, so too were the social and emotional learning needs of children. Although Columbus was certain he had reached India, the truth was a stark contrast to his version of reality. Are we realistic about the current needs of social and emotional learning in schools? Let’s consider SEL the Santa Maria of all other content area instruction. SEL is the vessel that can navigate through topics of literacy, collaboration in science labs and using a growth mindset to solve math problems. SEL was always and will be a constant need because emotions and interactions are part of daily life, both personal and professional.
When there is an emphasis on social and emotional learning, it is obvious and apparent in schools. This goes beyond the posters of spreading kindness and being a good friend. True awareness of social and emotional well-being starts from the administrative tier and trickles down to staff, students and community members. A positive, collaborative, and supportive school culture exists when SEL is prioritized, not only in student learning and development, but also in staff meetings and daily interactions. SEL in a school can look like an administration that is willing to hear ideas and keeps an open-door policy. SEL is directly linked to student achievement. When the norm is to collaborate and teachers enjoy working together, it helps to build rapport with each other as professionals. There is a mutual respect as a professional when the desire to learn and the passion to teach is the unified focus. Just as staff learns from and with each other, this collaborative culture extends into the classrooms. Students are encouraged to also work together and this grounds an environment of learning and builds community. Students thrive in a safe and supportive environment where they feel a sense of belonging and community.
With the numerous benefits of SEL, there are also many consequences related to a lack of social and emotional learning in schools. Without explicit instruction on the definition of bullying and how to be an upstander, we will produce bystanders who may watch as their leader performs injustices. Without lessons on diversity, much like sailors on new land, society will also begin to irrationally question and feel threatened by anyone who may look and act differently than them. Without teaching skills of emotional regulation, we may be promoting unhealthy patterns of aggression under the pseudonym of modern expansion. Let’s steer our focus towards expanding on more SEL in schools and sail together to build a society where emotional intelligence and collaboration are treasured. Consider how history could be rewritten with empathy for Indigenous people and their unique culture; reframe the narrative where perspective taking prevails without capturing and colonizing land that was never meant to be seized. We often look to the past to learn and do better.
Let’s learn from the absence of explicit SEL instruction and integration as we voyage into the future of establishing SEL in schools.
About the author
Asima Bhatty is a compassionate, culturally responsive educator and SEL Facilitator for a public elementary school in Arlington Heights, IL. A lifelong member of Omicron Delta Kappa: the National Leadership Honors Society, and current Teacher Leadership graduate student at Northwestern University, she exemplifies lifelong learning through reflection, growth and collaboration. She is passionate about uplifting others through a social emotional learning approach. After five years of teaching in the classroom and instilling values of positivity and emotional intelligence, Asima is spreading her message to other teachers with hopes of sparking creativity and generating joy into our important work. She has led professional development courses in the areas of SEL and Culturally Responsive Teaching. Asima is committed to nurturing students to become optimal learners, empathetic individuals and empowered future leaders.