The Value of a Social Emotional Learning (SEL) Curriculum

By Heather Mosenson, Director of Student Support Services

The 2022-2023 school year marked the rollout of the Waldorf School of Philadelphia’s Social Emotional Learning (SEL) Curriculum for students in Grades 1-8, though this work has always been embedded in, and integral to, our classroom culture. As an academic institution, we understand the importance of teaching the whole child: mind, body, and spirit. Research shows that social emotional learning and character education curricula benefit students in myriad ways. Research psychologist Marc Brackett, Ph.D., founding director of the Yale Center for Emotional Intelligence and author of Permission to Feel: Unlocking the Power of Emotions to Help our Kids, Ourselves, and Our Society Thrive, writes that “Emotions determine whether academic content will be processed deeply and remembered. Linking emotion to learning ensures that students find classroom instruction relevant. It’s what supports students in discovering their purpose and passion, it’s what drives their persistence.” Never has it been more important for schools to address and nurture the emotional needs of their students.

It is with this sentiment in mind that the Waldorf School of Philadelphia has instituted whole-class monthly SEL lessons for students in Grades 1-8, implemented through our school counselor, Mrs. Rebecca Green. The curriculum was curated with Waldorf pedagogy as its touchstone, being mindful of the developmental stages of our students and differentiating the content accordingly by grade level. Built upon the SEL Framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), the curriculum promotes the following five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The first six months of the curriculum’s implementation has been met with widespread support. 

“I am very grateful for the support that Heather and Rebecca have provided to our class as a whole and also to individual members. I have seen great improvements in students who have participated in individual counseling. Sessions with Rebecca have resulted in immediate improvements in emotional regulation as well as long-term improvements in social skills and interpersonal relationships.”

Mrs. Reeder, First Grade

“The second graders eagerly anticipate Mrs. Green's visits to our classroom and when they see her name on our daily schedule, they cheer. The lessons she has brought on bullying, being an upstander, and emotional regulation have been really engaging for the children and have tied directly into conversations we began last year and have continued into Second Grade. While the children are still a little young to call the lessons to mind in the moment, what they are learning is creating a solid foundation of social/emotional skills that we can reference when discussing conflict afterwards. It makes me so happy to know that these are tools the children will have as they grow and mature, and eventually will be able to use before conflict arises. Our time in the classroom and at recess has been quite harmonious this year and I can definitely say that Mrs. Green's lessons are a big part of that.”

Ms. Persinotti, Second Grade

“Mrs. Green crafts lessons that focus on relatable and practical aspects of social emotional learning that the students put into practice immediately. Mrs. Green has taught the Third Graders fundamental skills for social relationships and emotional intelligence that we use every day!”

Ms. Gibb, Third Grade

“These lessons have been valuable in that they keep important ideas about behavior, relationships, and emotions more at a conscious level of awareness for the students. They are slowly gaining the skills they need to become a little more self-aware in their interactions and responses to others and to general circumstances. The students look forward to these lessons and enjoy the time they spend talking about their feelings, and about what they know about social interactions and emotional responses. They like learning that there are concrete approaches to dealing with seemingly amorphous problems such as uncertainty, fear, sadness, and not knowing.”

Mrs. Way, Fourth Grade

Teachers aren’t the only ones recognizing the value of the SEL curriculum. Philly Waldorf students are finding joy in Mrs. Green’s lessons:

“We’ve learned how to cope with anxiety and also a lot about respect - ways you can respect people. We also learned the Golden Rule. She always finds a really good book to share and we all like that. We learned the Grounding Technique and different breathing techniques. I like Cupcake Breathing the best - even though I don’t like cupcakes! ” 

Third Grade Students

“Mrs. Green makes you feel like you can express yourself and be accepted. We can be honest and know that it’s okay.”

Fourth Grade Student

“One of the counseling lessons talked about being upstanders and standing up for what you believe. Mrs. Green sometimes asks us questions and gives us time to think about it before writing in our journals. It helps get our feelings out. One activity she did had to do with popsicle sticks. She demonstrated how alone, a single popsicle stick can be snapped. But when you put ten popsicle sticks together, they cannot be broken. This shows how important it is to stand up against bullying and not face it alone.”

Fifth Grade Student

The Waldorf School of Philadelphia looks forward to continuing and deepening this important SEL work with our students and using each year to build upon prior skills. Mrs. Green says it best: “Research shows that students are more likely to show up to school and do their best if they feel connected to themselves, peers, teachers, and school staff. This can result in an even more positive school climate where students feel heard, seen, and valued.” We know that the lasting effects of this curriculum will be felt long after the lessons have concluded.