1. Navigating "Camera-Ff" Culture and Digital Connection
2. Overcoming Student Skepticism
3. Screen fatigue and asynchronous engagement gaps
4. Identifying and supporting "invisible" mental health needs

1. Asynchronous "Office Hours", 1-on-1 scheduled check-ins -- students are required to take agency of their learning.
2. Micro-breakout collabs -- students practice navigating group dynamics remotely, active listening, and honoring different communication preferences and giving constructive feedback in a low-stakes digital space.
3. Digital temperature checks and warm up prompts 

In my experience, SEL isn't a separate subject on a schedule—it’s the foundation that makes all academic learning possible. 

Based on daily classroom setting, SEL is personally defined as:

The Architecture for Learning: A child who is anxious, overwhelmed, or dysregulated cannot absorb math or reading. SEL is teaching kids the tools to recognize when their "emotional engine" is running too fast or slow, and giving them practical strategies to reset so they can focus.
Practicing Life Skills in a Low-Stakes Environment: SEL means explicitly teaching skills adults often assume kids just pick up; how to navigate group work when… >>>

I think its importanrt to be supportive of students who are interested in working in a particular field.  It gives them a tangible example of what life could be like for them.  It also gives them a safe place to make mistakes and better understand what that looks like in a real world setting.

I think in a JROTC classroom, bringing in social-emotional learning can feel like a bit of a balancing act. It is a structured program with leadership, drill, and discipline to cover, along with set curriculum requirements, so finding the time and the natural fit for SEL isn’t always easy. On top of that, building buy-in while supporting a diverse group of cadets (and sometimes the co-instructor) means being intentional about how you connect SEL to leadership, resilience, and teamwork.

My school district has also chosen to establish the Portrait of a Graduate program for our students, similar to the one in the example. After surveys by district employees, parents, students, and the community were evaluated, we selected four skills that we want our students to master by their high school graduation. Those skills do include academic behaviors, but also include 21st century skills, such as teamwork and communication, along with compassion. We are still in the early phases of implementation; however, the idea is that students are more intentional about recognizing what they learn and how they grow on… >>>

SEL is how people learn and apply their knowledge, skills, and attitudes as part of self-regulation, establishing interpersonal relationships, decision-making, and empathy.

It's difficult to track success.  Another challenge we face at the high school level is students not being comfortable opening up or not being open to the conversation around SEL.  Being able to have mature, honest conversations can be a challenge. 

In my school, social and emotional learning is a vital part of our culture and climate.  We have a club called Sources of Strength, where student leaders host events and build awareness surrounding mental health and social awareness.  They do a fabulous job, and I also believe a lot of the SEL culture comes from the teacher as well.  Establishing a safe place for students to open up and be themselves is very important. 

I would personally define SEL as students being able to self-regulate and be aware of their emotions.  Being able to communicate their feelings on the inside and knowing how to navigate them moving forward.