Social and emotional development is an effective way schools can promote a positive learning environment and support students to attain non-academic or personal development skills. Similar to academics, this process takes time with repeated opportunities to practice new learning across settings. 

Definition

There are many different terms and phrases used to describe social and emotional development or social-emotional learning (SEL) including 21st century skills, life skills, character development, foundational skills, executive functioning skills, teaching the whole learner, etc. The Comprehensive Center Network (2023) published a resource with a comprehensive list of these variations in language about SEL.  

Though SEL is sometimes promoted as a new practice, teachers have been supporting students to acquire these types of cocurricular skills since our education system began. 

The Collaborative for Academic and Social Emotional Learning (CASEL Framework, 2024) identifies five core SEL competencies or skills for students and adults: 

• Responsible Decision Making 
• Self-Management 
• Self-Awareness 
• Relationship Skills 
• Social Awareness 

Social Emotional Learning at school looks like a supportive classroom environment, integration of SEL within academic instruction, and explicit social-emotional skills instruction. Refer to the Guide to Schoolwide SEL for more actionable strategies and resources (CASEL, 2024).  

Additional Resources and Tools

Below are additional resources and tools that may be helpful whether schools and districts are just starting out or are advanced on their SEL journey. 

Habits of Mind are dispositions or thinking behaviors that are desirable attributes for learning and living productively in a complex world. Several VT schools include measures of Habits of Mind on their student progress reports. 

Academic Mindsets are beliefs or ways of perceiving oneself in relation to learning, and they lay the groundwork for deep academic, social and emotional learning. Refer to  Fostering Academic Mindsets (CASEL, 2024) for considerations for integrating SEL within academic instruction. 

Educational Neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. For an introduction to this research read the article, “Belonging, Learning, and the Brain” (Psychology Today, 2023). Refer to the Learning and the Brain for additional resources about the science of learning. 

In the Guide to Schoolwide SEL, CASEL published ten Indicators of Schoolwide SEL. Refer to the CASEL District Resource Center including resources and tools for system-wide SEL initiatives. 

To examine SEL skills across frameworks, Harvard University has developed a tool to explore these connections at Explore SEL. 

A Snapshot of SEL Educational Research 

Research increasingly suggests that social and emotional learning matters a great deal for important life outcomes like success in school, college entry and completion, and later earnings. 

The Education Collaboratory at Yale refers to inclusive and equitable SEL as the science of learning and social and emotional development. Yale Child Study Center published Research Finds Social and Emotional Learning Produces Significant Benefits for Students (July 2023) substantiating that academic performance, well-being, and perceptions of school safety all improved from SEL programming.  

The Wallace Foundation has published prominent research about the benefits of SEL including Find Out How to Build Social and Emotional Learning Skills, (November 2022).  

American Institutes for Research describe how healthy schools and supportive school environments provide connection, support, engagement, and physical and emotional safety, as well as access to social capital for students. Read The Intersection of School Climate and Social and Emotional Development (February 2017) report for more information. 

Educating students to be healthy, strong, critical thinkers is most successful when we address students’ mental health and social-emotional needs. Refer to the AOE’s Social Emotional Learning (SEL) and Mental Health Well-being webpage for additional resources. The AOE is focused on supporting student belonging, engagement, and wellness. 

To examine layers of support across the school system, the SEL And Mental Health: Making Connections with VTmtss needs assessment tool is a helpful resource. More resources are available on the AOE’s Social Emotional Learning and Mental Health Well-being webpage.

For an SEL screener and Health related Education Quality Standards resources, access the Social Emotional Learning and Well-being Data Collection and Reporting webpage. 

The Vermont School Mental Health Systems Toolkit (January 2024) was recently published outlining the eight core competencies of a comprehensive school mental health system. In addition, the Vermont Agency of Human Services Department of Mental Health provides additional resources about School Based Mental Health Services. 

It is important for schools to develop effective strategies to respond to challenging student behaviors. The AOE and its partners provide training and technical assistance to increase a school's capacity for implementing layered behavioral supports that benefit entire school communities. 

Vermont Positive Behavioral Interventions and Supports (VTPBIS) 

Vermont Positive Behavioral Interventions and Supports (VTPBIS) is a state-wide effort designed to help school teams form a proactive, school-wide, systems approach to improving social and academic competence for all students. Many schools in Vermont are engaged in using a formal system of positive behavioral supports in their schools. Students in these schools often enjoy greater levels of support and inclusion than those in comparative schools who do not use a system of Positive Behavioral Interventions and Supports. 

To help schools develop more effective strategies and interventions, the BEST Team facilitates a variety of workshops, in-service training, university coursework, webinars, and an annual Summer Institute. Additional information is available on the AOE’s The BEST Project webpage. 

Early Multi-Tiered System of Support

Vermont’s Early Multi-Tiered System of Support, or Early MTSS, is an innovation neutral, data-based decision framework that wraps around the Pyramid Model framework.

Early MTSS promotes proactive, preventive universal, targeted and individualized equitable and inclusive high-quality evidence-based practices to promote social-emotional learning along with academic learning, and skill development for children birth through age 8, and across all early childhood learning environments.

Vermont's Early MTSS framework proactively supports competency building in both adults, those working in the early childhood system and families as well as in children. It integrates trauma informed and mental health practices, for maximum support, all which reduces the likelihood challenging behaviors to occur in children.

Early MTSS aligns with federal and state guidance, Vermont Early Learning Standards, Vermont's Guiding Principles, and VTmtss and Division for Early Childhood (DEC) Recommended Practices.

Early PBIS

The Early Education team recommends these tools, resources, and strategies to support the implementation of a multi-tiered approach to social, emotional and behavior support within schools:

• Resource Library - National Center for Pyramid Model Innovations,
• Vermont’s Early Multi-Tiered System of Supports Preliminary Pyramid Assessment (PPA) tool and
• AOE Early Education Multi-Tiered Systems of Supports resources.

Using a Trauma-informed Approach 

The Vermont Agency of Human Services Department of Mental Health provides several resources about trauma-informed approaches across these webpages: 

• The Trauma Prevention and Resilience Development webpage defines trauma and its effects with links to additional resources. 

• Child Trauma Resources with content and resources for families and educators. 

Dr. Ross Greene’s work, Collaborative and Proactive Solutions (CPS), provides resources for educators and schools. The CPS model focuses on solving the problems at the root cause of the behavior, not merely on modifying the behavior, and CPS advocates for explicit teaching of lagging skills. 

A school community that exhibits a sustainable, positive school climate in which all members of the school community feel safe, supported, and challenged in non-threatening and social learning environments, is more likely to foster student development and strong family relationships. Safe and supportive Vermont schools teach students skills and strategies for lagging skills rather than respond to unwanted behaviors with disciplinary action. 

Hazing, Harassment, and Bullying (HHB) Prevention is embedded in systemic school climate initiatives and efforts. There are many factors to consider in ensuring safe, healthy, supportive, and equitable learning environments for each Vermont student who may be impacted by hazing, harassment, or bullying behaviors and incidents (public, independent and Career Technical Center locations): 

• Positive, strengths-based approaches are evidence-based opportunities to address and respond to student behaviors in developmentally appropriate and educationally focused strategies (including bullying, harassment, and hazing behaviors and incidents). This could include Responsive Classroom, PBIS, Restorative Practices, and Collaborative Problem Solving, as well as robust multi-tiered systems of support using Early MTSS and VTmtss systemic frameworks.
   
• School safety, protocols, and policies include not only physical safety, but social, emotional and verbal safety as well. Behaviors categorized in hazing, harassment, and bullying spheres challenges a sense of safety, which impacts developmental and academic growth.
   
• Dynamic school systems ensure that families feel like valued contributors to their student’s academic achievement and healthy development, including involvement and discussion of HHB impact on students (respondent and affected).
   
• Students (and families) experiencing hazing, harassment, and/or bullying behaviors should be holistically connected with mental health resources and community support. There are opportunities to bridge relationships among schools and community health/wellbeing organizations to support all those impacted by harassment, hazing, and bullying behaviors.
   
• Students (either as respondent or affected by hazing, harassment, and bullying behaviors and incidents) who have or suspected to be experiencing a disability may have additional protections and intervention mechanisms. They are not exempt from these policies and procedures; they are afforded rights that allow them to best learn from and be supported by what has occurred as well as for any disciplinary actions that may be considered. For this reason, the student’s case manager and/or special education director should be involved when implementing these policies and procedures. 

HHB Model Policy and Procedures

Model policies provide guidance, direction and recommended standards to help school administrators develop general school policy statements. Policies are developed based on requirements of state or federal laws or at the request of the State Board of Education or the Vermont Legislature. 

These model policy and procedures supports the commitment to providing students with a safe and supportive school environment.  

All Vermont school communities are expected to be committed to providing all of its students with a safe and supportive school environment in which all members of the school community are treated with respect.  

The HHB Model Policy prohibits the unlawful hazing, harassment, and bullying of students, and schools/districts shall address all complaints of harassment, hazing and bullying according to the procedures accompanying this policy, and shall take appropriate action against any person - subject to the jurisdiction of the board - who violates this policy.  

• Model Policy on the Prevention of Harassment, Hazing and Bullying of Students 

• Model Procedures on the Prevention of Harassment, Hazing and Bullying of Students 

• Memo from Former Secretary Holcombe on Model HHB Policy and Procedures  

Designated School Staff Who Receive Reports of the Harassment, Hazing or Bullying of Students 

Annually, each and every K-12 school campus (all public, all independent, and all career technical centers) must designate two (2) or more staff members to receive reports of the harassment, hazing, and bullying of students.  

• The following document provides a list of the School Designated Employees SY24-25 

Independent Review of Determination of a Harassment Investigation 

A complainant may request an independent review within thirty (30) days of a final determination of a harassment investigation if they are either:    

• dissatisfied with the final determination of the school officials as to whether harassment occurred, or    

• believe that, although a final determination was made that harassment occurred, the school’s response was inadequate to correct the problem shall make such request in writing to the headmaster or superintendent of schools.    

Upon such request, the headmaster or superintendent shall initiate an independent review by a neutral person selected from a list developed jointly by the commissioner of education and the human rights commission and maintained by the Secretary of Education. Individuals shall be placed on the list based on their objectivity, knowledge of harassment issues, and relevant experience. (Note: The District may also request an independent review at any stage of the process.)  

• Independent Review of Harassment Complaints 

• Independent Reviewers of Harassment Determinations List 

AOE Support for HHB Concerns

Harassment, Hazing and Bullying Prevention Online Help Request

Audience: Superintendents, Headmasters, Principals, Families
The Harassment, Hazing and Bullying Prevention Help Request Form should be used to help direct your request to the appropriate staff member at the AOE, to help us provide a more efficient response. As is our protocol, your request for help will be logged, the appropriate superintendent, headmaster or school administrator will be contacted to inform them of this request for help, and someone from the AOE will follow up with you if needed. Note: we ask that anyone needing support on a Harassment, Hazing, or Bullying concern complete this form as their initial communication to the AOE (in lieu of a phone call), if possible. If any party is having trouble accessing or completing the form, they should contact Meghan "MJ" Jaird.
Harassment, Hazing, and Bullying Prevention Contact: Meghan "MJ" Jaird at Meghan.Jaird@vermont.gov

Harassment, Hazing and Bullying Prevention Advisory Council

Per Act No. 129 of 2012, the Secretary of Education established the Harassment, Hazing, and Bullying Prevention Advisory Council (HHB) to provide advice and recommendations on harassment, hazing, and bullying prevention strategies and resources, and to coordinate statewide activities related to the prevention of and response to harassment, hazing, and bullying.

HHB Preventative Strategies and Resources

Family Guide coming soon

School Safety Cyberbullying resources and tips: Bullying and Cyberbullying

National Center on Safe Supportive Learning Environments: Lessons from the Field – Preventing and Intervening in Identity-Based Bullying

Stop Bullying: How to Prevent Bullying

A positive school climate fosters healthy interactions and promotes the equitable well-being of students, staff, families, and the school community. Equitable school climates are central to education equity and require awareness of race, ethnicity, gender, language, socioeconomic status, disability, sexual orientation, family background, and geographic differences. Educational Equity is the degree of achievement, fairness and opportunity in education as measured by a standard of success. Refer to the AOE’s Educational Equity webpage for more resources.  

VTPBIS provides information and resources to address five foundational elements of equity in a PBIS system which are: 

1. Collect, Use, and Report Disaggregated Discipline Data 
2. Implement a Behavior Framework that is Preventive, Multi-Tiered, and Culturally Responsive 
3. Use Engaging Instruction to Reduce the Opportunity Gap 
4. Develop Policies with Accountability for Disciplinary Equity 
5. Teach Strategies for Neutralizing Implicit Bias in Discipline Decisions 

In addition, the National Association of State Boards of Education published this resource for (Creating Equitable School Climates, 2020). 

Students with a strong sense of belonging at school are more likely to be engaged and perform well academically. Research findings demonstrate better outcomes for students when their needs for belonging and respect are met.

Sense of belonging refers to the extent to which students feel personally accepted, included, and supported at school, and includes school-based experiences, students’ relationships with teachers and peers, and students’ general feelings about school (National Center on Safe Supportive Learning Environments, 2024).

Strategies

Consider using the TIES Center Belonging Reflection Tool to examine how your school community is doing across ten measures of belonging. This resource can be used by individuals or with teams.

The following high leverage practices can be used to intentionally foster a culture of belonging in a school building or classroom (Institute of Education Sciences (IES), 2023):

• Maintain and communicate high expectations for all students.
• Commit to building a caring classroom and school community.
• Seek and leverage knowledge of student backgrounds.
• Cultivate respectful communication about differences across culture, ability, and lived experiences
• Promote and develop student agency over their school experiences.
• Engage families as partners to support student success.

Culturally responsive practices include educator actions that recognize, value, and incorporate students’ lived experiences and cultures into teaching, learning, and the school environment. Strategies that prioritize building positive student–teacher relationships have shown to be strong predictors of student sense of belonging.

Refer to this IES infographic for more information about The Importance of Student Sense of Belonging.

Successful school and life outcomes for students depends upon our collective efforts to build healthy and trusting relationships and develop comprehensive systems of support in our schools. The Vermont Multi-tiered Systems of Supports (VTmtss Framework) guides educators as they work to support students when and how needed to access high-quality education. 

A positive and healthy school climate enables learning by providing students with healthy adult-student relationships, rigorous expectations for learning, conditions of mental and emotional safety and belonging among students and staff—all of which are essential to student success (Aspen Institute, 2021).

What gets measured, gets managed, gets improved, gets done. (Paraphrased from the work of Peter Drucker)

Best practice and educational research findings reinforce using data and progress information to enhance instruction and support and promote positive student outcomes. This concept applies to academic and non-academic skills. Here are some resources to measure the dimensions of school climate. More information will be added to this section with each future update.

School Climate Surveys

School climate surveys offer educational leaders a way to understand the perceptions of the students, staff, and parents in a school, district or supervisory union; monitor progress; make data-driven decisions; involve stakeholders; and adapt to shifting needs related to school climate.

The State of Vermont does not currently offer a state-wide school climate survey rather this is measured locally. The following school climate survey resources are available to Vermont schools without charge:

VTPBIS offers the School Climate Survey Suite which is a set of four multidimensional surveys to measure student, teacher, administrator, faculty, and family/caregiver perceptions of school climate.

The National Center on Safe and Supportive Learning Environments (NCSSLE) has published several climate survey resources at Learn About ED School Climate Surveys.

Continuous Improvement Approach

An effective way to positively impact School Climate is to use a continuous improvement systems approach. If you are interested in engaging in this process, here is a link to the Education Quality Assurance Continuous Improvement framework with several actionable resources, templates and toolkits.

A positive school climate that invokes a strong sense of belonging does not happen by chance but is the result of a collective effort by the members of a school’s community. The collective school community's belief system helps shape the culture of a school and ultimately serves as the measure of school climate and culture. The goal of this page is to provide easy access to resources that will be helpful for Vermont educators and families to collaboratively cultivate school environments that foster strong and trusting family relationships while also being responsive to the differing needs of all students.

Safety in the physical school environment is an essential component of school climate and belonging. Refer to Act 29 of 2023 School Safety and Security and the Vermont School Safety Center School Safety Planning Resources for important information related to school safety protocols and emergency operations planning.