Social-Emotional Learning

A teacher walking with happy students

Education Equity Starts with Critical Love

By The Room 241 Team September 5, 2019

Dr. Yolanda Sealey-Ruiz, associate professor of English Education at Columbia University Teacher’s College believes that equity starts with “critical love.” This includes relationship-building and creating a culture where students know they are loved and cared for, but also that their teachers expect the best they can give. Dr. Sealey-Ruiz argues that without love for our… Read More

Mindfulness is Not About Keeping Kids Calm and Compliant

By Jennifer Gunn August 26, 2019

The buzz around mindfulness in schools has reached a fever pitch, as evidenced by mindfulness sessions for educators found at every conference and professional development event around the country. One unintended strand of the spread of mindfulness is that some view its practice as a means for keeping students calm, compliant, and under control. And,… Read More

Bullies have always been a constant presence in school environments. Until recently, bullies were simply an expected “character” in schools — along with the “teacher’s pet” or “class clown.”  Students who were bullied were expected to “toughen up,” ignore the behavior, or “fight back.” Today, bullying behavior is no longer expected or accepted in most… Read More

As educators, we have a professional and ethical responsibility to provide students with safe, equitable, and inclusive academic experiences. Traditional discipline procedures, such as zero-tolerance policies, school suspensions, and punishment-reward practices are often ineffective in correcting misbehaviors and disproportionately impact students of color. For these reasons, the paradigm is shifting from zero-tolerance policies in schools… Read More

The Emotions of Learning: Q&A with Marc Brackett, PhD

By Jennifer Gunn February 6, 2019

Social-emotional and trauma-informed learning and teaching are at the forefront of education research and study today. The National Survey of Children’s Health (NSCH) reports that nearly 50 percent of the children in the U.S. have experienced “at least one or more types of serious childhood trauma.” Therefore, ignoring emotions in the classroom can absolutely pose… Read More