Libraries and Schoolwide Transformative Social Emotional Learning

by Kristy Hill, April 2022

More and more research is being conducted on the benefits of transformative social emotional learning (TSEL) programming in schools as our nation faces unprecedented levels of anxiety, depression, and mental illness in students and staff. TSEL has the potential to transform the culture and climate of a school building in major ways. While the term might be common, there is quite a bit of misunderstanding as to what it actually is and how best to implement it in schools. In the school setting, it is a philosophy for how we teach students and adults to understand and manage emotions; support mental health and behavior issues; and promote belonging, equity, and access. It is a way of providing Tier 1 support for students in a time when school counselors are stretched thin. TSEL is NOT an easy fix that can be implemented after one book study.

TSEL has been a topic of discussion among school leaders for decades. It's not a new idea being floated to counteract the emotional toll of the pandemic, but current events—including COVID-19 and racial tensions—have hastened the need to implement programming that aids students and staff in mental wellness and to create safe, nurturing spaces that acknowledge their lived experiences and histories to help students access learning.

TSEL can also be used as a preventative approach to lessen the number of bullying incidents and discipline referrals in schools. It is a means of teaching the skills necessary to regulate and understand emotions, create healthy relationships, and manage stress and promote mental wellness. It is part of a holistic, whole-child approach to education that creates the best circumstances for learning to take place. This type of approach is even more important now as our students and staff are under tremendous amounts of pressure and schools are being scrutinized like never before.

Imagine a school environment that prioritizes relationships, acceptance, mindfulness, social responsibility, and decision-making skills. This is the type of environment that promotes learning, because when students' physical, mental, and emotional needs are met, they can focus on academic growth. TSEL is an ongoing learning process for all stakeholders, bringing together school staff, students, families, and community members in meaningful ways that promote learning.

In Schoolwide Collaboration for Transformative Social Emotional Learning, Kristy Hill, Abbie Harriman, and Amy Grosso provide information for systemically implementing TSEL in schools. School librarians are crucial leaders in this endeavor.

The Role of the Library and Librarian in TSEL

More and more librarians are embracing their roles as leaders in the school. School librarians are trained to curate quality resources; provide relevant, real-time, and learner-driven programming; and to prepare professional development opportunities for staff that reflect the needs and goals of the school and community. Librarians wishing to promote TSEL can begin by analyzing the existing collection and collection development practices, intentionally adding TSEL to library programming, incorporating TSEL into makerspaces, identifying areas of need outside of the library (such as professional development); and finding opportunities to support the community.

Collection Development

Many companies that supply books and other collection materials have begun tagging materials with social emotional learning (SEL) categories and have even designed collection analysis tools for identifying areas where collections would benefit from additional materials.

In Schoolwide Collaboration for Transformative Social Emotional Learning, we broke TSEL skills into five major categories: Mindfulness and Self-Awareness, Emotional Regulation, Social Responsibility, Building and Managing Relationships, and Decision-Making and Citizenship (Hill, et al 2021). These categories can help guide the librarian when setting goals for collection development.

As librarians and school districts are faced with an increasing number of book challenges and efforts to ban books, many of the books being challenged represent students and families that have been traditionally underrepresented in school library collections. But, belonging and inclusion are supported when school librarians, professionally trained to curate high quality materials for their libraries, advocate for a diverse collection that meets the needs of all patrons.

Library Programming

In addition to adding library materials to support TSEL, librarians can also create kits that aid teachers and other school staff in teaching the TSEL skills that support the learning taking place. Curating lists of materials for teachers makes it easier for teachers to find quality literature that connects to what is being taught. Librarians can also support this process by including ideas for extending the learning with the use of electronic resources such as databases and mobile apps.

It's also helpful to have kits for students to check out from the library. Create kits that help students understand TSEL topics like anxiety, grief, worry, and mindfulness. Include literature (both fiction and nonfiction), materials for products they can create (such as worry dolls), or instructions for exercises they can practice (like mindful breathing).

Librarians can implement programming that includes family and community members. Invite local wellness experts or practitioners to speak at an evening event or host a STEAM night that includes make-and-take creations that support TSEL. Keep resource lists on hand to share with family and community members that include information on how to detect warning signs of depression, how to address trauma, and how to connect with online and community resources that support students' mental wellness. Collaborate with the school counselor to make these resources as comprehensive as possible and to identify areas of need within the school and community.

Makerspaces

There is much research that shows the effectiveness of integrating the arts into academic learning to support student success. Consider including a compassionate makerspace program or station that helps students explore and identify emotions. Often, just working with their hands and having an opportunity to create is all students need to center their minds, find their focus, and deal with complicated emotions. Pair books from one of the five categories of TSEL skills mentioned earlier with a make-and-take activity or an activity that requires focus, such as building with binder clips, popsicle sticks, and clothespins. Not all TSEL programming needs to be explicitly taught. Sometimes, just having materials available, especially when intentionally paired with literature, is just what students need to guide their own understanding.

Professional Development

School librarians can collaborate with administrators to identify areas of need for professional learning and help locate resources and experts that can guide the learning for the staff. This might include locating mindfulness experts within the community to come in and train staff on using mindfulness techniques in the classroom or finding a local yoga instructor who might come in once or twice a week to offer classes for staff members after school.

Librarians can also help curate a professional collection that helps the adults in the building address their own TSEL needs. A staff that is regulated, able to deal with stress in healthy, constructive ways, and that feels connected to peers and students will be in a much better place to instruct students in both TSEL and academics.

Benefits of TSEL Programming

Schools that prioritize TSEL programming will see a decrease in absences and discipline referrals and an increase in student achievement, family and community support, and an overall improvement in climate and culture as staff and students experience more positive relationships at school. Likewise, school librarians will notice an increase in teacher collaboration and circulation statistics when students are excited about being at school and learning and when they can identify with the materials and programming the library has to offer.

Libraries that support students' mental wellness and creativity will understandably seem more relevant to students—even to those who have not historically patronized the library often.

Preserving passionate educators is another benefit of schoolwide implementation of TSEL programming. Librarians and other educators will be energized by the positive, supportive, and inclusive school environment.

Further Reading

Denham, Susanne A., and Chavaughn Brown. "Plays Nice With Others": Social–Emotional Learning and Academic Success." Early Education and Development 21, no. 5 (2010): 652-680, https://doi.org/10.1080/10409289.2010.497450

Goodman, K. A. "Conceptualising SEL in the Cross-Cultural Spaces of Primary Schools in Aotearoa New Zealand." New Zealand Journal of Educational Studies 56, no. 2 (Nov. 2021): 285–99. https://doi.org/10.1007/s40841-021-00213-4

Jagers, Robert J., Deborah Rivas-Drake, and Brittney Williams. "Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence." Educational Psychologist 54, no. 3 (2019): 162-184. https://doi.org/10.1080/00461520.2019.1623032