County + District Leaders
Why is SEL Important for County + District Leaders?
District and county leaders are in positions of great influence, and with that influence comes the responsibility to foster and inspire well-being and equity in your region and community. By embodying, advocating, and dedicating resources for Social-Emotional Learning (SEL) implementation and integration in your district or county, you’re building the necessary foundation on which students, educators, and families can grow-and thrive.
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By actively modeling SEL in your own daily interactions, you’ll be demonstrating the humanfirst behaviors you want mirrored across all levels of the system. You’ll be acting as a lever for change: shifting the focus from individual behavior to collective responsibility, asking leaders to take a comprehensive look at systems, naming inequities, and making informed, collaborative changes that benefit all.
At this level of leadership, advocacy matters. As a district or county leader, your voice and actions can open doors, shift mindsets, and make it possible for schools to fully embrace SEL, even in the face of resistance or uncertainty. By uplifting and prioritizing this work, you’ll ensure leaders, teachers, and support staff have the resources and supports to build the kinds of positive and inclusive learning environments we all want to be part of.
SEL is a shared, communal responsibility. Everyone plays an important part in growing and maintaining the SEL ecosystem. Read on to learn ways to practice SEL in your school community, and to dive deeper into the extensive research on SEL’s positive effect on classroom climate, academic culture, and community-wide transformation. While the work of SEL is a process and takes time, sustainability requires all of us to remain purposeful and intentional about SEL implementation, integration, and practice.
Essential Questions
For County + District Leaders
Integrating SEL in your work asks you to dive deeper into your “why” as a leader and change-maker. Here are a few questions for deeper reflection as you continue on your SEL path. Use your answers to help you make meaning of an SEL approach that is responsive to the unique needs of your community.
What does SEL look like for me, personally and professionally?
How does my personal wellbeing affect my leadership? Decision-making abilities? Attend to the care of those under my care?
How can I embody the values for equity, inclusion, and safety (both physical & psychological) in my decisions, actions, and behaviors? Am I willing to be uncomfortable while I examine the alignment or misalignment between my values and actions?
What is the quality of relationships between and among students, staff, families, and across departments and sites? What can be improved upon?
What do I know about systemic SEL implementation and integration in my district or county? Who else do I need to talk to for more insights?
SEL Practices for County + District Leaders
Model
Model equity-centered SEL and well-being through embodied practices, such as attending to personal care, and maintaining a stance of curiosity and reflection.
Establish Structures
Establish professional learning structures to support capacity-building for staff.
Establish Routines
Establish school-wide structures and routines to promote a positive climate & culture.
Provide
Provide supportive tools and resources to implement SEL schoolwide and in classrooms.
Co-construct
Co-construct and communicate a clear vision for SEL.
Engage
Engage in a cycle of continuous improvement to understand student and staff experiences on emotional wellbeing, coping skills, and climate/culture.
Build
Build positive relationships with staff, students, families/caregivers, and community partners.
SEL Resource Library
For Systems Leaders
Take some time to view our Social Emotional Learning Resource Library.
