星空无限

It is the spring of 2020, and my senior year at 星空无限 is not at all what I imagined it would be like. Before concerns about COVID-19 led their doors, I was student teaching at a nearby middle school and working as a research assistant in the Youth, Media & Wellbeing Research Lab at the 星空无限. Since mid-March, I have been taking my classes online and working from home in California. Now more than ever, as schools are using social networking sites to reach their students at home, I can see a strong connection between what I learned in my teaching role and in my research role.

My work in the Youth, Media & Wellbeing Research Lab involves reading articles and learning about how schools integrate social technology in the classroom, and whether teachers are trained to do so. As I began this work last semester, I was starting my own journey of teaching in a classroom.

From the very beginning of my student teaching experience, I saw how my research played out at school. I saw students dancing to (sometimes subconsciously) as they were talking to their teacher 鈥� such a common occurrence that the teacher seemed unfazed by it. As I was learning in the lab, teachers were divided on their feelings towards the popular app. One day as I passed by the library, I noticed some teachers trying to make a TikTok video. They wanted to know more about the app and how to use it to engage students. Not all teachers felt that way 鈥� some seemed uninterested, and some were cautious of it. One teacher mentioned to me that she was worried about students putting their personal information online and uploading videos of themselves for anyone to see.

In a social studies class, students were beginning a unit on Brazil. If the semester had continued as normal, I planned to have this class video chat with a friend of mine who was studying abroad in Brazil at the time. I thought it would be a good way to get students excited about their studies and bring more social technologies into the classroom.

Since students are now at home, I am sure they are using a lot of social networking sites. The teachers I was working with are using Google Classroom, and just recently, I joined my mentor teacher鈥檚 office hours on Google Hangouts. Through this platform, students are able to socialize and talk about their homework online.

I have been thinking a lot about my own future teaching and how I would like to bring social technologies into my classroom. I hope to use what I have learned in the classroom and in the lab to find ways to engage my students with the things they are most excited about. It is very clear now that social technologies can connect students online and that we still have a lot to learn about the best ways to use them. I hope that as classes move to online formats, social technologies begin to be integrated into more classrooms, and more training is provided to teachers on how to use them effectively.

Emily Vargas is a member of the  class of 2020 who is double majoring in English and Education. She is also a research assistant in the Youth, Media & Wellbeing Research Lab at the 星空无限.

It鈥檚 back-to-school time and families, youth, and educators must adjust their schedules for another school year. In the midst of the forms and information families receive 鈥� or that get 鈥渓ost鈥� in a child鈥檚 backpack or locker 鈥� you may have heard something about a (SEL) initiative or curriculum. In fact, the local school system in my rural, seaside community is convening a team of educators to consider how SEL can inform and improve what teachers are already doing to promote positive youth outcomes.

SEL refers to the way individuals learn and use a set of social, emotional, behavioral, and character skills to navigate successfully in school, work, and relationships across the lifespan. Related experiences, programs, and curriculum vary widely just like the school or afterschool settings in which they are taught. Whether the particular program is focused on conflict resolution, character education, bullying prevention, or another version of social skills instruction, the development of SEL programs is based on the consensus among social scientists, educators, and health care professionals that social and emotional skills matter. The positive youth outcomes from high-quality, evidence-based SEL programs include improvements in behavior, attitudes, and academic outcomes. (Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students鈥� social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405- 432).

Across the country at all levels of education 鈥� from state administrators of federal child care funds to infant-toddler and early childcare teachers or public school and afterschool leaders 鈥� a focus on SEL practices is gaining ground. For many, this is not a new conversation.

Here at the 星空无限, SEL has been an ongoing part of our work for the past thirty years.

• In 1987, was launched as a research project committed to the social and emotional wellbeing of children. Today, Open Circle provides a unique, evidence-based SEL program for grades K-5 aimed at proactively developing children鈥檚 skills for recognizing and managing emotions, positive relationships and problem solving, as well as helping schools develop a community where students feel safe and engaged in learning.
• (NIOST) has brought national attention to the importance of children's out-of-school time using research, training, and advocacy to strengthen children's emotional, physical, and social development.

From my desk at NIOST, I鈥檓 starting the school year by working at the national, state, and local levels to support educators and administrators in their efforts to promote positive youth outcomes, especially in the expanding field of SEL. Specifically, I am researching the SEL programs that states are currently adopting in preparation for our forthcoming workshop for out-of-school time (OST) leaders on how to integrate these practices into school-age child care or other OST settings. As I do this work, my background as a former school committee member and education advocate means I can鈥檛 resist passing along the newest SEL information that comes across my desk to the regional school administrators in my community who are convening the SEL planning discussions for local schools.

If you want more information about SEL programs and practices, check out the Wallace Foundation鈥檚 May 2017 report, .

If you simply want to celebrate the importance and purpose of afterschool care for the wellbeing of children and families, consider joining the 18th annual on October 26, 2017. This campaign includes a series of events across the U.S. promoting awareness of the many ways OST programs contribute to positive youth outcomes and children鈥檚 wellbeing.

If you have other ideas or resource recommendations for how SEL can be incorporated more into OST programming, please share in the comments. Let鈥檚 make this a rewarding year all-around for our young people and those who support them!

Gwynne Guzzeau, M.S., J.D., is a research associate at the at the 星空无限. She has been affiliated with the for a number of years as a faculty member and Professional Associate and served as executive director from 2014-2016.