S.E.L. and Equity

In the ever changing landscape of teaching and learning in the 21st Century, learning organizations continuously strive towards the goal of equity – providing all students with high-quality learning experiences. By following the Collaborative for Academic, Social, and Emotional Learning (CASEL) guide to utilizing S.E.L. as a lever for equity, the O.S.D. believes that systemic implementation of S.E.L. can be a powerful tool for improving systemic culture, conditions, and competencies across the district in order to better serve ALL children and families.

• In the O.S.D., advancing equity requires intentionality at all levels of our system: district, school, and classroom. An equitable system means enacting policies, distributing resources, and supporting programs such that each school can effectively respond to the diverse needs of its students. 
• At the classroom level, equity means that each student has a caring and competent teacher who attends to their particular talents, interests and unique gifts so that all students have access to opportunities that will prepare them for a productive life beyond their school years. 

Furthermore, working towards equity in schools requires that we interrupt inequitable practices, examine biases, and create an inclusive multicultural school environment for ALL adults and children. 

While S.E.L. alone will not solve longstanding and deep-seated inequities in the education system, it can help when explicitly implemented and grounded in the following beliefs:

• S.E.L. is relevant for all students in all schools and affirms diverse cultures and backgrounds.
• S.E.L. is a strategy for systemic improvement, not just an intervention for at-risk students.
• S.E.L. supports adults in strengthening practices that promote equity.
• Districts must engage students, families, and communities as authentic partners in social and emotional development.