Schools Integrate Social-Emotional Learning into the Classroom - Crain's Chicago Business

With a noticeable increase in stress, anxiety and depression among students, private schools are implementing new approaches to help address the issue. Wellness programs and counseling services include social-emotional learning, the process of developing self-awareness and the interpersonal skills vital for success.
“We noticed a need through the pandemic for more health programming,” says Rocco Gargiulo, principal at Woodlands Academy of the Sacred Heart, Lake Forest. The all-girls Catholic high school has 120 students, both day and boarding. “We wanted our students to feel heard, understood and cared for,” Gargiulo adds. To meet that need, the daily class schedule has been rearranged this year to add a one-hour daily block called “community time.” The period will be held before lunch. Students will use the time to decompress and participate in clubs and activities. Speakers will also be brought in to talk to the students about a wide variety of health and wellness topics, such as self-care, conflict resolution, digital and financial literacy, alcohol and drug abuse, and violence prevention.
“Our goal is to provide students with a skill set beyond academics,” Gargiulo says.
According to data released in March by the CDC, in 2021, more than a third (37%) of high school students reported they experienced poor mental health during the COVID-19 pandemic, and 44% reported they persistently felt sad or hopeless during the past year.
“Students of all ages across the country experienced a social and emotional slide during the pandemic,” says Lori-Anne Brogdon, head of school, Catherine Cook School, PreK-8, Chicago.
Like many private schools, Catherine Cook was mostly in-person during the pandemic. “We were fortunate to be able to engage with our students,” Brogdon says.
All teachers and staff at Catherine Cook have been trained in the “Responsive Classroom” program. It is a student-centered, social-emotional learning approach to teaching and discipline designed to create safe, joyful, and engaging classrooms and school communities. Touch points throughout the day help students connect. Examples include morning meetings and closing circles at the end of the day. Middle school advisories with about eight students meet regularly.
This past summer, 10 teachers and administrators from Catherine Cook received special training on social-emotional learning. The school has two counselors. A social-emotional teacher also works with students in grades 3-8, and students in the lower grades work with one of the counselors.
Students learn how to manage their emotions and handle stress. “We give them the language to talk about these issues,” says Brogdon. “Our kids know who they are.”
A holistic approach to learning is also key at Lake Forest Country Day School, PreK-8. The curriculum is designed to support a lot of different types of students. “We have a relationship approach to learning,” says Alex Sheridan, director of enrollment at the school in Lake Forest. “We balance emotional, academic and social development.”
Lycée Francais de Chicago, PreK-12, a French international school in Lincoln Square, introduced a new social emotional learning curriculum this year. The online program for grades 1-12 is available for students and faculty. Topics cover issues around families, empathy, coping skills, building healthy relationships and other themes.
Class discussions or activities often follow videos which have French subtitles for the younger students. Videos for the upper school are only in French. “We’re pleased to offer a cohesive curriculum that will follow the students,” says Amy Morvay, primary school counselor at Lycée Francais de Chicago.
Another new initiative this year at Lycée Francais de Chicago is the introduction of a responsive teaching approach. The program was successfully piloted last spring. Teachers were trained in the method which empathizes a positive perspective on teaching and discipline. Student needs are viewed from the perspective that all people want to find a sense of belonging and acceptance. Morning meetings where students and teachers can connect are part of the program. “It’s a great way to start the day on a positive note,” Morvay says. “Students learn better when they feel better.”
Sacred Heart Schools, PreK-8, also uses the responsive classroom approach. With about 600 students, the school has two campuses (one for the preschool; and one for grades SK-8), located about a mile apart on Chicago’s North Side.
Other social and emotional learning practices have been used at the school for some time now. For example, the “Developmental Designs” approach addresses the academic and social needs of adolescents. The program provides structures for teaching to the whole child so that academic growth is enhanced, rather than limited by the social and emotional realities of adolescence.
Social and emotional learning themes are incorporated throughout the curriculum. Sacred Heart is making a concerted effort this year to include social and emotional learning concepts into professional development activities for staff and faculty.
Break the stigma
Students at Regina Dominican, an all-girls Catholic high school in Wilmette, complete an emotional wellness survey when they return to campus each fall. It gives the staff an idea of how things are going for the students. The school has two counselors, a full-time social worker and a student services coordinator.
Regina Dominican has support groups that cover issues such as grief and loss, stress management, women empowerment and building self-esteem. The groups meet once a week for six weeks. The groups are voluntary though the staff will reach out to students who they feel might benefit from attendance.
The school also brings in a local program called Elyssa’s Mission. It provides hands-on support to students, staff, parents on how to recognize and assist teens most at-risk for suicide and depression.
During the program, social workers conduct case scenarios to teach students how to talk about their problems. “We want to break the stigma,” says Pam Cassidy, director of student services at Regina Dominican.
Cassidy notes, “Students have needed a lot of support over the last two years.” This year, the school is adding more lesson plans on how to tap into emotional wellness and how to communicate face-to-face in a positive way. “It’s really important with this generation because of social media,” Cassidy says. “We want them to know it’s OK to not be OK.”
Children and adolescents experiencing severe and persistent mental health challenges have other options.
The Sonia Shankman Orthogenic School, known as the O-School, in Chicago, is a therapeutic day school for children from kindergarten through 8th grade. The school offers a milieu approach where treatment includes all aspects of the student’s daily life. The majority of the students have already been treated through other special education and mental health services.
“Everyone on the staff is a member of the clinical team,” says Diana Kon, executive director at the O-School. “The staff works closely together.”
Students receive individual therapy two times a week. Students also attend group therapy weekly.
Families get help too. And a psychiatrist is available to see students which is a big help for parents trying to navigate a range of social services for their child.
Bennett Day School provides a nurturing environment.
The O-School offers a well-rounded academic program with small classrooms of nine to 10 students and two teachers for each classroom. Each student has an individual education plan. Other supports include daily structure, a focus on self-care and the development of friendships and peer groups.
Private schools offer wellness programs for faculty too.
Bennett Day School, a private school in Chicago with grades PreK-12, launched a “Growth and Renewal” program last year for faculty. The teacher-directed program provides structured time for professional development to meet personal goals. Activities might include leading a faculty book conversation, writing for a professional journal or engaging in research. Faculty cohorts meet regularly to dialogue about their growth goals and discuss any roadblocks they may face. Monthly outings include trivia nights, nature walks and other activities.
This year, teachers will have an opportunity to share their experience with their colleagues during professional development sessions. “Teachers must remain energized and engaged in order to inspire maximum student performance and engagement,” says Meg Fitzgerald, director of early childhood at Bennett. “We are tapping into that deeper sense of purpose for wellness.”
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