Social Emotional Wellness
Social Emotional Wellness
- Providing Social-Emotional Support for our Students
- Self-Awareness
- Self-Management
- Social Awareness
- Relationship Skills
- Responsible Decision-Making
Providing Social-Emotional Support for our Students
Providing Social Emotional Support for our Students
Providing social-emotional support for all students in need remains a top priority within District 95. We recognize that student social-emotional needs are varying, and that different students (or families) may be in need of different kinds of support. District 95 is committed to providing ALL students with the social-emotional support they need in order to engage in learning.
Please note that resources and supports listed below are in addition to existing universal social-emotional teaching and integration opportunities and support structures already in place (such as targeted group supports or individual counseling for those students identified).
Click here for Social-Emotional Learning FAQs
Parent Resources
Student Needs Assessment
All students in grades 3-12 will complete a brief needs assessment upon return to school in the fall, as well as in close proximity to spring break. The needs assessment will help building teams determine which students are in need of more immediate additional social-emotional support as we return to school from prolonged breaks. Families will be notified in advance of needs assessments, and will have the opportunity to view all needs assessment items prior to administration. Families are also notified if students disclose any information of concern on the assessment.
Self-Awareness
Self-awareness is one of the 5 key social-emotional learning competencies identified by CASEL (Collaborative for Academic, Social and Emotional Learning). According to CASEL, self-awareness is the ability to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. Self-awareness also includes capacities to recognize one’s strengths and limitations.
Self-Management
Self-Management (check here for resources related to stress management and accessing mental health supports)
Self-management is one of the 5 key social-emotional learning competencies identified by CASEL (Collaborative for Academic, Social and Emotional Learning). According to CASEL, Self-management is the ability to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals. This includes the ability to delay gratification, to manage stress, and to feel motivation/have the confidence to accomplish personal and collective goals.
Stress Management
Stress Management
Stress is a normal reaction that happens to everyone. In fact, the body is designed to experience stress and to react to it. When an individual experiences changes or challenges (stressors), their body produces physical and mental responses.
Stress responses help people adjust to new situations. Stress can be positive, keeping individuals alert, motivated and ready to avoid danger. For example, if a student has an important test coming up, a stress response might help them work harder and stay awake longer. Stress becomes a problem when stressors continue without relief or periods of relaxation (Source: Cleveland Clinic).
Common stressors for students might include (but are not limited to): academic performance; post-high school plans (for older students); family dynamics or expectations; overscheduling (academics, athletics, work, friendships, etc.); lack of sleep; friendship problems; lower self-esteem/feeling badly about performance in a life area; a major life change.
Stress responses can include physical symptoms (such as headaches, stomach aches or fatigue), as well as changes in behavior (such as irritability or showing signs of nervousness). If you recognize signs of stress in yourself or your student, take time (or encourage your student) to engage in an activity to help reset. Below are some strategies that can help students achieve balance:
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Be physically active
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Get the appropriate amount of sleep
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Eat a balanced diet
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Practice relaxation exercises including muscle relaxation techniques, breathing, meditation, and yoga
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Take a break - read a book, listen to music, draw a picture, dance, etc.
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Spend time with friends and family
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Turn off screens 1-2 hours before bed (computer, phone, iPad)
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Review your calendar or to-do list to see if there are areas to pull back
District 95 has compiled resources accessible to students at any time. Below are links for Virtual Calming Rooms that can be accessed during times of stress.
Elementary Virtual Calming Room
Secondary Virtual Calming Room
Mental Health
Mental Health
Stress, anxious feelings, or feelings of sadness are normal and are expected. Children and teens will experience these feelings at different times across the course of their development (and into adulthood).
It is important to be able to differentiate between stress, anxious feelings or feelings of sadness (for example) and more serious issues. Some signs of more serious mental health concerns might include (but are not limited to):
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Being unable to take care of daily business/functions
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Symptoms impact key areas of functioning (school, relationships, work)
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Not wanting to engage (or being afraid to engage) in activities that were previously enjoyable
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Significant disruptions in sleep or eating patterns
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Significant challenges with focus
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More serious symptoms that last for 2 consecutive weeks (or more)
Social Awareness
Social Awareness
Social awareness is one of the 5 key social-emotional learning competencies identified by CASEL (Collaborative for Academic, Social and Emotional Learning). According to CASEL, social awareness is the ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand social norms for behavior in different settings, and recognize family, school, and community resources and supports.
Relationship Skills
Relationship Skills
Relationship skills is one of the 5 key social-emotional learning competencies identified by CASEL (Collaborative for Academic, Social and Emotional Learning). According to CASEL, relationship skills involve the ability to establish and maintain healthy and supportive relationships, and to effectively navigate settings with diverse individuals and groups. Relationship skills also include the following capacities:
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To communicate clearly,
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To listen actively,
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To cooperate,
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To work collaboratively to problem solve,
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To negotiate conflict constructively,
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To navigate settings with differing social and cultural demands and opportunities,
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To provide leadership, and
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To seek or offer help when needed
Click here for more information regarding relationship skills.
Responsible Decision-Making
Responsible Decision-making (check here for resources related to safe technology use, substance use, and attendance)
Responsible decision-making is one of the 5 key social-emotional learning competencies identified by CASEL (Collaborative for Academic, Social and Emotional Learning). According to CASEL, responsible decision-making involves making caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.
Safe Technology Use
Safe Technology Use
Children and teens have more access to technology than ever before. It is important to monitor the online behavior of students so that they are safe. To this end, District 95 has taken several steps to monitor student technology usage - including partnering with Gaggle, a third-party vendor that actively monitors student communications on District technology. Gaggle alerts district staff to questionable content attempting to be transmitted, as well as to possible safety concerns (such as threats to harm oneself or attempting to send pornographic material online). The reader is referred to the full Board policy (6:235) for more detailed information regarding access to electronic networks/online behavior.
Some potential risks of online behavior for families to monitor include (but are not limited to):
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Exposure to cyberbullying
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Exposure to online arguments with peers
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Isolation from family or friends
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Exposure to inappropriate content
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Exposure to older adults/other persons who may be inappropriate for a peer or romantic relationship
Families can become active monitors of student online behavior by doing the following:
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Knowing where students are looking for information
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Becoming familiar with student social media outlets and connections
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Knowing what kinds of games or apps students are using
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Monitoring overall screen time
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Clearly communicating potential negative consequences of certain online behaviors such as sexting (for example, clearly telling students that it is illegal to send illicit content to someone else)
Supporting Regular School Attendance
Supporting Regular School Attendance
Increased absences from school can sometimes be an indication that a child is experiencing school-related anxiety/avoidance. In an effort to provide early intervention support, below are common warning signs of school anxiety:
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Avoiding certain aspects of school (e.g., gym class, certain teachers), or refusing to go to school completely
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Increased physical symptoms present on school days
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Certain behavior patterns that only happen on school days, or symptoms that disappear immediately after returning home
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Frequently asking to visit the nurse during school
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Cutting class or leaving school without permission
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Difficulty completing academic tasks and being easily overwhelmed by assignments
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Increased negative feelings/attitudes toward school
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Separation anxiety and/or tantrums
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Being upset about school more than other children of the same age
Some strategies that parents/guardians can implement to encourage regular school attendance include (but are not limited to):
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Create an environment at home that fosters structure and consistency, and include expectations that are clear regarding school attendance and homework.
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Determine privileges and consequences for when expectations around school attendance are or are not met.
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Establish set morning/night routines and a daily schedule that is followed consistently both when the child is in school and out of school.
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Establish and maintain open communication with school personnel regarding your child’s feelings about school, difficulties with school, etc.
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If your child refuses to attend school, contact school personnel and report your child’s refusal to attend, even if it results in an unexcused absence. Allow your child to have consequences from school for unexpected absence.
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Make school attendance mandatory unless your child has a fever or contagious illness. Avoid calling your child out of school unless absolutely necessary (avoiding school further actually increases anxiety/supports any irrational fears students may have about school!).
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Encourage children to enroll in extracurricular activities to feel more connected to school.
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Provide positive feedback for successes made at school.
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Negative peer relations may result in school avoidance/anxiety issues; contact your child’s counselor, social worker or dean if your child is struggling with peer relations i.e. bullying, difficulty getting along with peers, etc.
In addition to resources for families listed above, there are several school-based resources available to support attendance, including (but not limited to) the following:
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Counselor or social work support
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Mentor opportunities
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Home visits conducted with School Resource Officer (SRO) support
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Access to deans or assistant principals for additional attendance problem-solving
If you have a concern regarding your student’s attendance, please contact either your assistant principal (elementary and middle school levels) or dean (high school level) for additional support.
Substance Use
Substance Use
Substance Use is a growing issue amongst adolescents and a major concern for parents. There are many risk factors that may lead adolescents to experiment with and become addicted to drugs and/or alcohol. Below are some potential signs of substance use to look for in peers or children (please note that this list is not exhaustive):
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Lying about what they are doing or where they are going
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Stealing money or prescriptions
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Asking for money
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Mood changes or emotional instability
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Sullen, withdrawn, or less communicative
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Shows loss of inhibitions
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Less motivated
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Limited focus or follow-through
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Hyperactivity
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Unusually elated/happy
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Increased irritability
District 95 has supports available for students who are struggling with substance use. For more information regarding substance use group supports, please contact your student's counselor. Families who are looking for resources outside of school may contact their building-based social worker, counselor, or psychologist for referral information. Monitoring and effectively intervening in substance use situations is an important job for all involved, and school personnel are available to support this process.