Issue link: http://educator.cta.org/i/1535219
Bringing T-SEL Into the Classroom... ... does not require an overhaul of existing lesson plans, says Meena Srinivasan of the Transformative Educational Leadership in Oakland. Instead, it's an "integral part of quality teaching and learning." How to start: 1 Start with yourself Educators who develop their own SEL practice — such as mindfulness, reflection and emotional regulation — are more effective in fostering these skills in students. 2 Center student voices Invite students to share their perspectives and co-create classroom norms. "Students need to feel agency in their learning," Srinivasan says. 3 Embed SEL into curriculum Instead of treating SEL as an "extra," integrate it into existing subjects. For example, history lessons can include discussions about empathy and justice. 4 Create spaces for reflection Practices like journaling, community circles and mindful moments help students develop self-awareness. 5 Normalize emotional expression Model and validate a range of emotions in the classroom. "I introduce my pronouns on the first day," says South Carolina math/science teacher Alex Del Castillo. "Small things like that open doors for students to feel seen." them — fostering liberation, not just regulation," she says. This shift is crucial because it affects how students see themselves and their futures. A student who feels empowered, respected and valued is more likely to succeed academically and personally. The role of wellness and boundaries For educators like Villeda, T-SEL has been a game-changer in their schools. But transformative-SEL isn't just for students — educators, too, are encouraged to prioritize their own wellness. Todd Scholl, who co-leads the Center for Educator Wellness and Learning (CEWL), a program of The South Carolina Education Association, emphasizes the importance of setting boundaries. " Teachers are often exploited for their time and energy, and learning to say 'no' …can help to prevent burnout and carve out more time for their own well- being," Scholl says. Through union-led retreats, backed by NEA Great Public Schools grants, educators in South Carolina are given the space to step away from their daily responsibilities and deeply reflect on their emotional and physical well- being. The three-day retreats provide structured opportunities to explore meditation and mindfulness, practice self-care, manage burnout, support mental health and enjoy hikes for relaxation and rejuvenation. Educators leave with tools to implement T-SEL effectively while also protecting their own well-being. Many report feeling re-energized and equipped with new strategies to prioritize their own wellness. "SCEA wanted to do more to help teachers' mental, physical and social- emotional well-being," Scholl explains. "We need greater investment in educator wellness. It must be a priority because the data clearly shows how stressed and unwell teachers are." Overcoming challenges and expanding T-SEL's impact For T-SEL to truly take root, school districts and policymakers must support it. Scholl says that one of the biggest barriers is the pushback from anti- public education politicians who attack SEL to sow fear and mistrust about public schools and the educators who provide these important life lessons. "Some see SEL as unnecessary or political, but the reality is that it helps students and their teachers develop the emotional intelligence they need to thrive," Scholl says. This story originally appeared in NEA Today. 45 M AY 2 0 2 5