SEL is the guiding lens upon which we base academic, discipline and guidance decisions and the binding approach to everything we do. Our teachers work to integrate SEL practices into the curriculum seamlessly throughout the day.
Through SEL, students gain skills in five competencies that researchers agree are essential to success in school and life.
Teachers at St. Gabriel’s use an evidence-based approach to teaching and learning—called Social Emotional Learning (SEL)—to help students develop healthy emotions and strong social connections.
The ability to show understanding and empathy for others (social awareness)
The ability to form positive relationships, work in teams and deal effectively with conflict (relationship skills)
The ability to make constructive choices about personal and social behavior (responsible decision-making)
The ability to recognize personal emotions, values, strengths and limitations (self-awareness)
The ability to manage behaviors to achieve personal goals (self-management)
Research studies show that emotions affect how and why we learn, and that social and emotional literacy supports success in every part of a student’s life. Through SEL, students develop skills of perseverance and resiliency to face academic or personal adversity; learn how to handle peer pressure; stand up for beliefs when challenged; and form close secure relationships.
The Ruler Program
To assist in SEL skill delivery, our teachers follow the guiding principles of the RULER program, created by the Institute for Emotional Intelligence at Yale University, as well as the Responsive Classroom (Junior Kindergarten-fourth grade) and Developmental Designs (Middle School advisory) for SEL delivery.
The social and emotional curriculum is as important as the academic curriculum.
How children learn is as important as what they learn.
Great cognitive growth occurs through social interaction.
To be successful academically and socially, children need to learn social and emotional skills including cooperation, assertiveness, responsibility, empathy and self-control.
Knowing the children we teach—individually, culturally and developmentally—is as important as knowing the content we teach.
Knowing the families of the children we teach is as important as knowing the children we teach. Lasting change begins with the adult community, so how the adults at school work together is as important as our individual competence.