星空无限

This was originally posted by Karen Craddock, Ph.D., on April 17, 2020, on .

While we manage the day-to-day, sometimes moment-to-moment, shifts during this global pandemic, it is sure to have implications on how we navigate the array of feelings and interactions we encounter in every aspect of our inner and outer lives. This process involving managing emotions, setting goals, showing empathy, building relationship, and making constructive decisions, otherwise known as social and emotional learning (SEL), is especially poignant now. Raising awareness of how these skill sets and competencies intersect with interpersonal, situational and structural inequities is even more so鈥�

Pain of exclusion

In my on the social-emotional, neurophysiological pain of racialized exclusion and strategies to remain resilient, there is discussion on how pain is perceived and received across racial lines. Particularly relevant is mention of the well documented racial empathy gap that occurs for people of color, especially in healthcare settings as well as in education. This is important to keep top of mind during this COVID-19 crisis in light of emerging national data revealing the glaring disparities occurring along race for both contracting and dying of the disease, as well as getting access to testing and treatment.

What is clear is that the pain of racism occurs both directly and indirectly. So as communities of color hear and experience more of these disparities, even while not surprising, the impact is felt whether target or watching from the sidelines. Already strategies of resistance have been activated among people of color to buffer and recreate in the midst of this, which includes a call for increased awareness and action by all. Furthering these strategies to remain resilient will be crucial for the long haul calling for intentional awareness to stratified privilege, disrupting inequities, supporting affinity networking, and deploying collaborations with resources of all kinds.

Staying physically distant and socially connected

While we adhere to vital mandates to stop the spread of the virus which can require quarantine and separation, it is important to be aware of language that indicates social or relational disconnection. We are wired for connection and thrive mentally, physically, and emotionally from being in healthy relationship. The have recently and will likely continue.

Inclusive language that encourages staying socially connected in safe ways is vital. This means honoring the diverse personalities and profiles of individuals falling along the spectrum of introvert to extrovert by making room and opportunities for everyone to find comfortable and necessary methods to stay connected without assumptions of 鈥渙ne size fits all鈥�. By using the term physical distancing it also forces us to look at the range of physical settings people are in while braving this storm. Thus, it is even more important to address the implications and remain aware of the physical constraints and necessities that are realities across the country and for so many.

A current context in the climate of COVID-19

It is not unusual that during times of extraordinary crisis that prevailing stressors become worse. For communities already chronically marginalized by race, ethnicity, gender, class鈥�an increase in volume, intensity, and impact occurs. In addition, a climate of crisis also heightens awareness of social, structural, and systemic inequities. Over the past few weeks we have experienced COVID-19 hit our communities and we are beginning to hear stories and see data that brings this point to a head.

From physical appearance to physical location, the ugly truths of marginalized existences are coming to bear. An African-American man living in Boston describing the risk and worry he has of being a man of color wearing a facemask to prevent illness while fearing for his safety due to bias. We see the economic intersectional realities during this public health pandemic across many communities and how it is specifically playing out given the disproportionate rate of pre-existing and socially influenced health conditions among communities of color. And sadly rates of domestic violence and abuse are likely spiking especially with quarantine and stay at home recommendations and mandates in place. The backdrop of the growing sharpens the need for paying attention to the mental health needs of us all right now and especially within communities of color.

As educators and practitioners of SEL it is vital now more than ever that we remain vigilant in our efforts to defeat COVID-19 while staying aware of how its impact is inextricably tied to issues of bias, equity, and wellness. It will require and invite personally and professionally that center cultural fluency, emotional intelligence and agility. Before us is a call that compels intentional, active, and inclusive engagement within affinity networks and with racially culturally diverse thought-partners and leaders to seek and create solutions for much-needed healing.

Karen Craddock, Ph.D., is a visiting scholar at the 星空无限. As an applied psychologist, her work centers on issues of equity, wellness, leadership, and partnership. Her studies on psycho-social functioning have included explorations of race and gender intersectionality, models of optimal resistance and resilience, social and emotional learning, emotional intelligence, and the neuroscience of inclusion.

A message from , the elementary school social and emotional learning (SEL) program at the 星空无限: Since the start of the new year, 17 schools had experienced the terrifying reality of gun violence. Yesterday, unfortunately, was added to this list. In light of these and past school shootings, we are writing to share some resources that school communities might find helpful. These tragedies impact all of us, both near and far, regardless of whether we are educators, parents, or students. Building off of materials we shared following the Newtown, CT, shootings, we at Open Circle would like to offer our assistance during these difficult times. It is important that we help schools support students who, understandably, may have questions or concerns in response to this tragic event.

Children may need reassurance that their classrooms and schools are safe places for them. It is important to recognize the needs of individual children who might have a harder time coping with this event than others. Often children who are prone to anxious feelings or those with their own trauma history can be triggered by another traumatic event, even if it did not directly happen to them. In addition to the positive, supportive classroom climate and the social and emotional learning tools that Open Circle provides, some students may need additional time with a school psychologist or guidance counselor to help them manage their fears.

It is also critical that adults get the support they need to help students with their questions and feelings about this tragic event. Modeling how to stay calm and knowing when to ask for help yourself will help reassure students of their safety and remind them that the adults in school will be there to take care of them.

During difficult times, safety, consistency, and predictability are critical to helping children maintain a sense of stability and psychological comfort. Open Circle provides a classroom routine and climate that is safe, consistent, and predictable -- one in which you may be able to . Continuing to do Open Circle, as usual, is very important. Revisiting and applying the may be one way to help students and adults as they deal with this traumatic event: Calming Down; Understanding Feelings; Speaking Up; and Listening Skills.

Additional Resources:

We recommend the following additional resources from the on

• (available in Spanish, Korean, Vietnamese, French, Amharic, Chinese, Portuguese, Somali, Arabic, Kurdish)

is to advance children鈥檚 wellbeing and learning by partnering with school communities to foster social and emotional development and caring learning environments.

The fifth-grader鈥檚 voice was full of emotion as he shouted, 鈥淭hat鈥檚 not fair! What a mean thing to do!鈥�

He wasn鈥檛 upset about an event on the playground, or on the school bus. This student was reacting to an incident described in a picture book entitled , by Helen Recorvits. As other students chimed in, the teacher took the opportunity to facilitate a discussion about peer mistreatment, how it feels to be left out, and the role of bystanders. Students expressed genuine concern for Yoon, the main character in the story. Throughout this time of authentic connection to each other and the story, the teacher and his students focused on some key social and emotional skills, such as recognizing and naming feelings, perspective-taking, and empathy. The combination of the book, the teacher, and the children created the equivalent of an electrical current that energized an authentic conversation about how people choose to treat each other.

The Collaborative for Academic, Social and Emotional Learning () identifies the following social competency skills as keys to success in school and beyond: self-awareness, self-management, social awareness/empathy, relationship skills, and responsible decision-making. Social and emotional learning (SEL) skills can be taught to children in schools through programs such as , a program of the 星空无限, which uses as a vital part of its curriculum.

Whether books are shared in a classroom, a public library, or a living room, there are some specific ways that educators and caregivers can leverage the emotional connection between children and literature to reinforce SEL skills, including empathy. Some people may make a New Year鈥檚 resolution to read more books; I encourage us all to include children in this goal. Here are five ways to support SEL skills through children鈥檚 literature:

1. Help children build their feelings vocabulary.

The most basic building block for social competency is self-awareness, being able to recognize and name your emotions. Sharing picture books that highlight a range of emotions, such as , by Shelley Rotner, or , by Jeron Ashford Frame, helps children expand their feelings vocabulary and recognize that it鈥檚 normal to have many different feelings, including negative ones.

2. Model and reinforce self-management strategies.

It鈥檚 important for children to know that they can learn some ways to calm down when they are upset. Books such as , by Rachel Vail, or , by Linda Urban, illustrate effective self-management strategies. As you read aloud stories like these, share your own experiences with challenging feelings and describe your coping strategies. Encourage children to find strategies that work for them.

3. Choose books with diverse content.

Emily Style, a co-founder of the at the 星空无限, has written about how curriculum serves as both for students. Sharing literature that is culturally diverse ensures that all children can see themselves reflected in books, and can see beyond their own world and experiences. Encourage children to explore the perspective of characters who are different from themselves in order to build their capacity for empathy. Books such as the series by Atinuke, or , by Cynthia Leitich Smith, can dispel stereotypes and pave the way for building positive relationships and making responsible decisions about how we treat each other.

4. Use an interactive approach.

Megan Dowd Lambert, author of , emphasizes the importance of 鈥渞eading with children as opposed to reading to them.鈥�

Lambert suggests asking open-ended questions, such as: 鈥淲hat鈥檚 going on in this picture? What do you see that makes you say that?鈥� Open-ended questions also help children connect to their experiences and feelings. For example, you might ask: 鈥淗ow do you think the character feels? What are some things that make you feel angry? (scared, upset, happy, etc.) or, 鈥淲hat might you have done differently if you were this character?鈥� To help children develop consequential-thinking skills, ask them to predict what might happen when a character behaves a certain way or makes a particular choice.

5. Choose books children can connect with.

Anyone who has read with one child, or a group of children knows that literature engages both the heart and the mind. Pairing the right book with a child, and helping her explore personal connections to the story completes the circuit to power up social and emotional learning. For inspiration, get started by looking at .

is a trainer and coach at Open Circle, a program of the 星空无限, that provides a unique, evidence-based social and emotional learning program for grades K-5.

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.

This article in Greater Good, the online magazine of the at UC Berkeley.

It鈥檚 one thing to teach kids to say 鈥渢hank you鈥� when they receive a gift or when someone does a favor for them. But how can we help children understand what really means, in ways that will make them more likely to feel it deeply, express it authentically, and reap its ?

One way to increase kids鈥� gratitude is to guide them to not only acknowledge that someone else did something for them, but to also consider why the person did it, what the cost to the person was, and what benefits they have received from it. The idea is that gratitude happens when you realize that another person has intentionally done something that benefits you, especially at a cost to themselves.

This thinking process, which researchers refer to as 鈥渂enefit appraisal,鈥� highlights the interpersonal nature of gratitude and may help strengthen our relationships. In one study, elementary schoolers who were taught benefit appraisal reported more positive emotions and showed more grateful attitudes and behaviors than other students, both immediately and months later.

In partnership with the Greater Good Science Center and the John Templeton Foundation, , an evidence-based social-emotional learning program for students in grades K-5, has added a new component based on the science of gratitude鈥攊ncluding benefit appraisal. In addition to incorporating gratitude into their professional development workshops for educators, they developed gratitude lessons and practices for their classroom curriculum for grades 4-5.

The pilot group of teachers who have tried the gratitude curriculum have responded very positively, reporting benefits for themselves and their students such as strengthened classroom relationships and community, higher levels of positive emotions, and more generous and compassionate action.

We are grateful to for allowing us to share three sample activities for helping students deepen their understanding and practice of gratitude鈥攁long with insights from some of the teachers who have used them.

is the research assistant for the 鈥檚 education program and a Ph.D. student in education at UC Berkeley.

A few weeks ago we recognized --dedicated to re-emphasizing the importance of middle school programming and the unique developmental needs of adolescents. The (NIOST) has worked with many concerned educators and policy makers over the years to ensure that middle school children have quality opportunities.

, CEO and founder of , has been one of the most dynamic partners in his work. Recently, he announced plans to step down from his role as the organization that serves low-income, at-risk middle school students approaches its twentieth anniversary. Back in the mid 1990s, specialized afterschool programs for middle school youth were virtually unknown. But Eric had a vision that paved the way for a not only a new area of programming, but a body of knowledge and research that stressed the importance of giving low-income middle school students the skills and access to learning experiences most middle class students and their families took for granted.

Eric and I met at NIOST in 1994, shortly before he launched Citizen Schools with his partner Ned Rimer. I remember clearly our conversation about the special needs of middle school students, often overlooked by leaders in the field who were mostly focused on elementary-level children. At the time, we looked to the leadership of The Center for Early Adolescence at the University of North Carolina at Chapel Hill, one of the few research organizations that focused on young adolescents. Their guidance on the needs specific to this age group helped to shape the early work of those of us who recognized this gap in the developing field of afterschool. They included*:

• Physical Activity
  Competence and Achievement
  Self-Definition
  Creative Expression
  Positive Social Interactions with Peers and Adults
  Structure and Clear Limits
  Meaningful Participation

In 2014, an industry of programs and services exist that focus on middle school youth during their out-of-school time and expanded learning day. , has expanded its repertoire of scholarship, research-based tools and training to include middle school- (and high school-) level programs and continues to focus its work on the changing needs and concerns of youth ages, 5-18 years. In part we can thank visionaries like Eric Schwarz for his leadership and advocacy. Eric, best of luck in your future endeavors!

Ellen Gannett, M.Ed. is director of the at the 星空无限, .

*Planning Programs for Young Adolescents, Center for Early Adolescence, University of North Carolina at Chapel Hill, 1987

Policies, procedures, and protocols for bullying prevention and intervention are now a requirement for most schools across the country. Yet policies that are developed and implemented in isolation are insufficient to address the challenges of bullying behavior. It is also critical to create a school culture and climate of communication, collaboration, and trust where children and adults feel safe and supported to speak up about bullying.

is a key element to preventing and addressing bullying in schools. found that bullying prevention programs that use a whole-school approach to foster a safe and caring school climate 鈥� by training all adults to model and reinforce positive behavior and anti-bullying messages 鈥� were generally found to be effective.

The , an evidence-based social and emotional learning program, focuses on both proactively developing children鈥檚 social and emotional skills (like calming down, speaking up, and problem solving) and building a school community where children and adults feel safe, cared for and engaged in learning. We encourage a unique whole-school approach that includes training all adults in the school community 鈥� teachers, administrators, counselors, support staff, and families 鈥� to learn, model, and reinforce pro-social skills throughout the school day and at home.

Students are always watching. They are watching adults at their best and they are particularly watching adults when they are in conflict. While emphasis and expectations of behavior is often placed on the students, adults in schools should remember to take a step back and look at themselves, their relationships, and the behaviors students see them model. It鈥檚 imperative that adult communities in schools reflect the same expectations of behavior that we have for students. Otherwise a climate may develop where students and adults may not feel safe to identify, report, and effectively address bullying behavior.

When a consistent culture and climate is created both on the student and the adult level, bullying prevention efforts will be strengthened along with creating the best possible environment for learning.

, B.A., and , M.B.A. are Co-directors of , a leading provider of evidence-based curriculum and professional development for social and emotional learning (SEL) in Kindergarten through Grade 5. Open Circle, a program of the 星空无限 at , is at the end of its 25th anniversary year.

Over the past few months, in my role as the Chair of the (ACA) Task Force on Non-Cognitive Skills, I have been immersed in the research and popular literature on what journalist-author calls 鈥渘on-cognitive skills.鈥� Numerous discussions, papers, books, and organizations have surfaced that are creating a great deal of confusion about what we are actually talking about. From of the University of Pennsylvania, who uses the term 鈥済rit,鈥� to Mind in the Making, to the skills, to work on Social and Emotional Learning, I have become overwhelmed with the attention this issue is currently receiving. But what exactly are we all talking about? Is nomenclature getting in the way of a shared understanding of the 鈥渋t鈥�? Several labels or terms have been used (grit, life skills, applied skills, executive function, emotional intelligence, non cognitive skills, soft skills, character skills, leadership skills, and on, and on) but are they all same?

And more importantly are we missing something? Are we overlooking the importance of relationships and caring adults? Willis Bright, past director of the Youth Program at Lilly Endowment and a member of the ACA Task Force, speaks about 鈥渘avigational and interpretative skills鈥� thus adults helping youth to develop a moral compass in an increasingly complex society. That got me thinking about the work of at Stanford University on Resiliency Research.

According to Benard, 鈥渨e are all born with innate resiliency, with the capacity to develop the traits commonly found in resilient survivors: social competence (responsiveness, cultural flexibility, empathy, caring, communication skills, and a sense of humor); problem-solving (planning, help-seeking, critical and creative thinking); autonomy (sense of identity, self-efficacy, self-awareness, task-mastery, and adaptive distancing from negative messages and conditions); and a sense of purpose and belief in a bright future (goal direction, educational aspirations, optimism, faith, and spiritual connectedness)鈥� (Benard, 1991).

But when faced with adversity, these inborn traits may not develop. Benard (1991) Werner (1993) and others have discovered there are 鈥減rotective factors,鈥� that can help young people develop resilience despite high levels of risk: caring relationships, high expectations and meaningful participation and contribution.

Our work at the supports the resiliency research. The and its linked outcome tools, (Survey of Afterschool Youth Outcomes), are based on this framework. Our theory is that afterschool program can be the place where young people can learn social and emotional skills in an environment where caring adults, set high expectations and provide meaningful leadership opportunities for young people.

Despite their similarities, grit emphasizes one's internal resources while de-emphasizing the important external factors that help contributes one's success--something that resiliency theory includes. The APAS system, which is based on this resiliency framework, highlights the importance of supportive adult relationships in the healthy development of youth--something we should keep in mind as we begin a new year of academic and out-of-school-time programming.

Ellen Gannett, M.Ed. is the Director of the at the 星空无限, where she ensures that research bridges the fields of child care, education, and youth development in order to promote programming that addresses the development of the whole child.

A message from , the elementary school social emotional learning (SEL) program at the 星空无限:

"In light of the recent shootings in Newtown, Connecticut, we are writing to share some resources that school communities might find helpful at this time. This tragedy touches all of us, both near and far, regardless of whether we are educators, parents or students. Open Circle would like to offer its assistance during this difficult time by helping schools support students who, understandably, may have questions or concerns in response to this tragic event.

"Children may need reassurance that their classroom and school are safe places for them. It is important to recognize the needs of individual children who might have a harder time coping with this event than others. Often children who are prone to anxious feelings or those with their own trauma history can be triggered by another traumatic event, even if it did not directly happen to them. In addition to the positive, supportive classroom climate and the social and emotional learning tools that Open Circle provides, some students may need additional time with a school psychologist or guidance counselor to help them manage their fears.

"It is also critical that adults get the support they need to help students with their questions and feelings about this tragic event. Modeling how to stay calm and knowing when to ask for help yourself will help reassure students of their safety and remind them that the adults in school will be there to take care of them.

"During difficult times, safety, consistency and predictability are critical to helping children maintain a sense of stability and psychological comfort. Open Circle provides a classroom routine and climate that is safe, consistent and predictable. Continuing to do Open Circle, as usual, is very important. Revisiting and applying the following skills and concepts may be one way to help students and adults as they deal with this traumatic event.

"Additional Resources
We recommend the following additional resources from the National Association of School Psychologists and the U.S. Substance Abuse and Mental Health Services Administration:

is a universal social emotional learning (SEL) program focused on two goals: strengthening students' SEL skills related to recognizing and managing emotions, developing care and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively; and fostering safe, caring and highly-engaging classroom and school communities.