Social Emotional Learning
Within the Appoquinimink School District, Social Emotional Learning (SEL) occurs across grade levels and across curricular areas, within the natural learning environment. This approach aids in the generalization of skills since they are taught in the same environment and context where they are needed to be performed. Given the broad scope of SEL, all staff (including professional and paraprofessional staff), as well as parents and community members, take part in the SEL of students. Learning extends beyond the classroom and into the home, community, and eventually the workplace environment.
A Multi-tiered System of Support (MTSS) framework applies to the development of SEL competencies. Within this framework, all students receive Tier I supports which include the integration of SEL into the general curriculum as well as specific instruction of skills at the school and classroom level. To accomplish this task, Building Community Toolkits are created for each school day to provide customized and developmentally appropriate SEL instruction in small chunks to all students throughout the day. Targeted groups of individuals who require more specific and intensive instruction in one or more areas of SEL may receive Tier II and/or Tier III interventions and instruction which may consist of small group or individualized supplemental instruction, training, and/or practice.
Across the Appoquinimink School District, specific school-wide interventions and supports include:
Rest & recovery spaces (take a break/cool-down area)
Small-Group Social Skill Building
Mindfulness Activities (deep breathing/meditation/reflection)
Positive Behavior Supports
Five SEL competency areas from the Collaborative for Academic, Social, and Emotional Learning (CASEL) are acknowledged within the Appoquinimink School District. These competencies are described below and also linked to specific in-demand skills from employers:
The Appoquinimink School District is committed to fostering Restorative Practices. Restorative Practices are deliberate and intentional tools and strategies that facilitate the building of healthy relationships. When individuals live in healthy and life-giving relationships with others, there is abundant personal growth, capacity for character building, and high-level achievement. Translated into school communities, we believe it is important for all students and staff to build positive relationships with one another, as this produces the best academic, social, and emotional outcomes.
When harm occurs in the community, healing is a process essential to restoring healthy relationships with the understanding that harm-doers should be held accountable for and take an active role in repairing harm. Conflict is resolved through honest dialogue and collaborative problem-solving while addressing the root cause and the needs of those impacted.
Following harm, staff shall work with the student and others involved to determine how to repair the harm caused and provide restitution whenever possible. To the extent possible, consequences will be given that match the function of the infraction. For example, if an infraction involved the destruction of school property a consequence including a measure to restore the damage shall be considered for inclusion. Similarly, if an infraction involved harm to a social relationship, a consequence including a measure to restore the relationship, a loss of a social privilege, and/or another activity that strengthens a pro-social skill may be considered.