Social Emotional Learning

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  • What is Social Emotional Learning?

    Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. 
    SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.
    Social and emotional skills are critical to being a good student, citizen, and worker. Many risky behaviors (e.g., drug use, violence, bullying, and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students' social and emotional skills.  This is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation.
    Effective SEL programming begins in preschool and continues through high school.
    – Collaborative for Academic, Social, and Emotional Learning
    The four competencies that are the focus of LAUSD’s SEL program are: 
    1. GROWTH MINDSET: The belief that one’s abilities can grow with effort.
    2. SELF-EFFICACY: The belief in one’s own ability to succeed in achieving an outcome or reaching a goal.
    3. SELF-MANAGEMENT: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. 
    4. SOCIAL AWARENESS: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
  • Contact Us

    Health, Social Emotional Learning and Physical Education Programs
    333 South Beaudry Ave.
    Los Angeles, CA 90017
    (213) 241-3409


  • kids

    I have come to a frightening conclusion.
    I am the decisive element in the classroom.
    It is my personal approach that creates the climate.
    It is my daily mood that makes the weather.
    As a teacher I possess tremendous power to make a child's life miserable or joyous.
    I can be a tool of torture or an instrument of inspiration.
    I can humiliate or humor, hurt or heal.
    In all situations, it is my response that decides whether a crisis
    will be escalated or de-escalated, and a child humanized or de-humanized.

    Haim Ginott "Teacher and Child"