Social Emotional Learning (SEL) and Educational Equity

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    June is Pride Month

    In recognition of Pride Month, FCUSD celebrates and honors the history and people of the LGBTQ+ community, and is committed to creating safe and welcoming learning spaces for all staff and students. To learn more about LGBTQ+ Pride Month, please visit the Library of Congress’ website.

    To discover events in the Sacramento region that celebrate Pride Month, please click here.

    What is Social and Emotional Learning (SEL)?

    SEL Students

    The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines Social and Emotional Learning (SEL) as the process through which young people and adults acquire and apply the knowledge,skills and attitude to develop healthy indentities, manage emotions and achieve personal and collective goals, feel and how empathy for others, establish and maintain supportivie relationships, and makes responsbile and caring decisions.  

    The Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL advances educational equity and excellence through authenic school-family-community partnerhsips to establish learning environments and experiences that feature trusting and collaborative relationships, rigours and meaningful curriculum and instruction, and ongoing evaluation.  SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contrinbut to safe, healthy and just communities. 

    There are many different names for social and emotional learning including: 21st-century skills, character, non-cognitive skills, soft skills, and life skills. The following frameworks offer two different ways of understanding SEL.  


    SEL Wheel













    Transformative SEL in Folsom Cordova Unified School District

    As part of a focus on teaching the whole child, Folsom Cordova Unified School District has defined a strategy for integrated and explicit social and emotional learning (SEL) opportunities for students and adults in our system. We know from research that social-emotional competence can be achieved in the following ways:

    1. Positive climate and culture focused on empathy, respect, and equity
    2. Direct SEL instruction
    3. SEL integrated into academic lessons and extracurricular activities
    4. Educative and restorative discipline practices that build community and repair harm


    SEL in California

    The California Department of Education (CDE) has also made Social-Emotional Learning a focus for all schools across the state. According to the CDE website,  the department  “is committed to helping educators learn more about SEL and how to make this a part of every child’s school experience. To support this work, CDE has joined the Collaborating States Initiative  a group of states that share information, best practices, and promising tools and ideas in the interest of building strong Social Emotional Learning in schools across their states.  The Collaborating States Initiative is hosted by the Collaborative for Academic Social and Emotional Learning.

    The CDE has convened a group of experts from different sectors of the education system to advise on the best ways to support SEL implementation. The following are products this team has developed: 

    • Social and Emotional Learning Guiding Principles (full version(PDF) and summary); 
    • Social and Emotional Learning Resource Guide
    • Recommendations for Policy and Practice (final is forthcoming)



    Dr. Iyuanna Pease

    Director of Social Emotional Learning & Educational Equity


    Kate Hazarian, MSW

    Social Emotional Academic Development (SEAD) Coordinator
    916-294-9000 ext. 104660