CARSEL’s programs can be beneficial for students, teachers, parents and school administrators. SEL programs help students develop strong, positive relationships with both peers and adults. And since children learn more effectively from people they care about, SEL can have a direct impact on academic engagement by improving:

  • Student Emotional response

Children, who learn about emotional response, learn how to identify feelings in themselves and in others, and to converse about those feelings. Students also learn how to adjust their emotions, which can help in class – emotions make a difference to what is learned and how.

  • Student Behavior

SEL also teaches and strengthens affirmative behaviour, such as self-discipline strategies and bonding skills. Students learn that they are in charge of their conduct and can stop and calm down instead of acting out. This is beneficial for students and for classroom management.

  • Student Cognition

Thinking skills are essential for identifying problems, taking another’s viewpoint, and coming up with multiple solutions. SEL teaches students about the significance of planning, goal setting, problem solving, and thoughtfully resolving divergence.

  • Educator’s Inner Life

SEL transforms the inner life of teachers, forcing them to reflect on and improve their own social-emotional skills, promotes teacher well being and there is evidence that SEL changes teachers’ views of their profession.

  • Support for Parents & School Administration

SEL skills support schools and families in working together to promote children’s emotional, academic and social success.Schools that integrate and teach SEL skills in a structured and coordinated way help create and maintain safe, caring learning environments.

CARSEL’s SEL programs can have a constructive impact on school climate and promote a host of scholastic, communal, and emotive benefits for students who demonstrate:

  • Better scholastic performance: Scores higher than students who did not receive SEL instruction;
  • Improved attitudes and comportments: Greater inspiration to learn, deeper obligation to school, increased time devoted to school work, and better classroom behaviour;
  • Fewer adverse behaviours: Decreased disruptive class behaviour, non compliance, hostility, antisocial acts, and corrective referrals; and
  • Reduced emotional distress: Fewer reports of student depression, anxiety, stress, and social withdrawal.