Social Emotional Learning

Supporting Student Success with Social Emotional Learning

Why Social Emotional Learning (SEL)?

We believe our school district should invest the resources for teaching social and emotional skills to our students because it will result in:

  • Well regulated and socially aware individuals
  • Healthy relationships with both adults and their peers
  • Higher engagement in academic learning experiences
  • Safe and productive schools and communities with less need for corrective action for behavior
  • Reduced costs on reactive actions due to unexpected behavior

We believe that when our families and schools partner together to teach social and emotional skills, our children will be able to:

  • Engage in productive and meaningful conversations with others who hold diverse perspectives
  • Problem solve challenges in a productive and respectful manner
  • Express complex emotions and ideas in order to support their own successes as well as the collective successes of our community
  • Access a wide range resources when they and others need help
  • Engage in the educational process in a more productive manner

At its core, these are skills that our youth can transfer into their adult lives, both in the workplace and in their personal relationships.

Social Emotional Learning Standards

The Washington Social Emotional Learning (SEL) standards and benchmarks were developed and adopted in January 2020. Learn more about the standards.

Indicators of Success

High-quality implementation is evidenced by several indicators. When fully implemented, you will see SEL woven throughout all classrooms, across the school building, and in the broader school community.

SEL in the Classroom

What does SEL in the classroom look like? Click on the bars below for details on direct instruction, integrating SEL into academic instruction, and a supportive classroom climate. Learn more about SEL in the Classroom.

SEL in the Home

Social emotional learning (SEL) starts at home. Parents and families are a child’s first teachers of SEL. As children grow, parents and families are integral in supporting the social emotional lives of their children.

SEL in the Community

Partnerships with our community can helps schools and families ensure that students are resilient, persistent and very well prepared for life after graduation.

Program Goals

Goal Area #1

Build Foundational Support and Plan

Goal Area #2

Strengthen Adult SEL Competencies and Capacity

Goal Area #3

Promote SEL for Students

Goal Area #4

Reflect on Data for Continuous Improvement

Student and Adult Outcomes

Click on the bars below to learn more about the academic and behavior outcomes for students and outcomes for adults based on implementation of Social Emotional Learning.

Measuring Progress

Click on the bars below to learn more about how we measure our implementation progress and outcomes.

Steering Committee Members

Elementary Staff

Lilah Johnston
Jessica Biggs
Susan Williams
Debbie Tebo
Tina Piper

Middle School Staff

Andrea Quitevis
Valerie Towes
Anthony Gowdy

High School Staff

Eric Boyer
Nicole Fischer

Specialist Staff

Tamara Duncan
Aimee Spencer


Kristi Garguile
Megan Fultz


Arianna Petritz

District Staff

Andrea Bowman
Franklyn MacKenzie