While social and emotional learning (SEL) is most familiar as compartmentalized programs separate from academics, the truth is, all learning is social and emotional. What teachers say, the values we express, the materials and activities we choose, and the skills we prioritize all influence how students think, see themselves, and interact with content and with others.
If you teach kids rather than standards, and if you want all kids to get what they need to thrive, Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a comprehensive, five-part model of SEL that's easy to integrate into everyday content instruction, no matter what subject or grade level you teach. You'll learn the hows and whys of
Building students' sense of identity and confidence in their ability to learn, overcome challenge, and influence the world around them.
Helping students identify, describe, and regulate their emotional responses.
Promoting the cognitive regulation skills critical to decision making and problem solving.
Fostering students' social skills, including teamwork and sharing, and their ability to establish and repair relationships.
Equipping students to becoming informed and involved citizens.Along with a toolbox of strategies for addressing 33 essential competencies, you'll find real-life examples highlighting the many opportunities for social and emotional learning within the K–12 academic curriculum. Children’s social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this books integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their
 
About the Author
Nancy Frey is a professor of educational leadership at San Diego State University (SDSU) and a teacher leader at Health Sciences High & Middle College. Before joining the university faculty, Frey was a special education teacher in the Broward County (Florida) Public Schools, where she taught students at the elementary and middle school levels. She later worked for the Florida Department of Education on a statewide project for supporting students with disabilities in a general education curriculum. Frey is a recipient of the Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities and the Early Career Award from the Literacy Research Association. Her research interests include reading and literacy, assessment, intervention, and curriculum design. She has published many articles and books on literacy and instruction, including Better Learning Through Structured Teaching and How to Reach the Hard to Teach.
 
Douglas Fisher is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and is the recipient of a Celebrate Literacy Award from the International Reading Association, the Farmer Award for Excellence in Writing from the National Council of Teachers of English, and a Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities. Fisher has published numerous articles on improving student achievement, and his books include The Purposeful Classroom, Enhancing RTI, and Intentional and Targeted Teaching.

Dominique Smith is the chief of educational services and teacher support at Health Sciences High & Middle College, where he also serves as a culture builder and student advocate. He is a co-author of Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management and Building Equity: Policies and Practices to Empower All Learners. Smith holds a master's degree in social work from the University of Southern California and an EdD in educational leadership from San Diego State University. He received the National School Safety Award from the School Safety Advocacy Council.