Teachers’ perceptions of their role in infusing SEL and their doubtful belief that SEL will lead to students’ academic achievement may impede the success of their SEL infusion in class. Seventy-six teachers were involved in the infusion of SEL in four schools. It is recommended that SEL should act as an early warning system in alerting the family and the community of the social and emotional deficiencies in the learners. By addressing issues of equity and justice, SEL not only supports individual growth but also prepares students to actively participate in and transform society. Through insights from educational philosophy and practical application, the author contends that SEL enables learners to connect deeply with their educational experiences, grounding academic knowledge within self-awareness, empathy, and community engagement.<\/p>\n
<\/p>\n
Specific topics that schools often teach include identifying feelings, considering other people\u2019s perspectives, and brainstorming solutions to problems. Family and community partnerships can strengthen the impact of school approaches to extending learning into the home and neighborhood. An important component of schoolwide SEL involves integration into multi-tiered systems of support. Another curricular approach embeds SEL instruction into content areas such as English language arts, social studies, or math (Jones & Bouffard, 2012; Merrell & Gueldner, 2010; Yoder, 2013; Zins et al., 2004). Responsible decision making involves learning how to make constructive choices about personal behavior and social interactions across diverse settings.<\/p>\n