As students continue to experience the impact of COVID-19, different types of traumatic experiences and high levels of stress for many of our students, educators, and families continue to surface. As we work to support students, SEL and attending to student and educator well-being has become even more critical. Integrating SEL into summer programming is essential to re-engage students, support the building of relationships, and foster the development of skills needed for success in schools and communities.

Taking into consideration the range of experiences of the past two years, it is especially important to utilize summer programming as an opportunity to build strong relationships between students as well as relationships between students and adults. These connections help support students who may be feeling anxiety or stress about attending the summer program, and foster connectedness and student engagement. Schools may find it helpful to dedicate time at the beginning of the summer program to provide students and educators with increased opportunities for shared experiences to foster positive relationships. Research has demonstrated that supportive and sustained relationships with adults in schools support students’ capacity for resiliency. As schools design summer programs, it will be critical to focus on:

• Dedicating time to re-socialization and to developing social emotional skills and growth mindsets that are reinforced and practiced across instruction;
• Identifying students who have had traumatic experiences or who may be suffering from anxiety and depression, and helping them access local and culturally relevant supports; and
• Building a culture in which relationships are prioritized and all students and adults feel safe and supported and experience a sense of belonging and agency (See Building Developmental Relationships Chart above).

While designing summer programming, it is important to provide summer staff with professional development to enhance their understanding of SEL. When adults have enhanced social-emotional skills, they are better equipped to support the social-emotional growth of students. The NJDOE’s six SEL Modules for Educators are designed as turnkey toolkits that can be utilized in a group training session, within professional learning communities, or individually. Each module includes a PowerPoint slide deck, a facilitation guide, and corresponding hand-outs that encourage further exploration and self-reflection. Module one provides users with an introduction to SEL and general strategies to support student development. Modules two through six provide users with a more in-depth understanding of each of the SEL core competencies: self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. As provision of these supports become a part of your summer learning program, consider the following guiding questions:

Guiding Questions

Social and Emotional Learning (SEL) Resources