Does social-emotional learning really make a difference for at-risk students? In Part Three of our series on Social and Emotional Learning, Daniel McCutchen, a recently graduated student from Austin High School in Austin, Texas, joins Tch Talks to discuss his experiences in an intentional SEL-dedicated course. Daniel is not only a former learner, but also attends national conferences and presents on the topic with his teacher. Learn how SEL helped Daniel adjust to the demands and expectations of high school, to prioritize the most important things in his life, and to develop life skills that he is able to apply in a variety of circumstances.
Research tells us that LGBTQ students continue to experience harassment and discrimination at school, and these climates negatively affect health and educational outcomes. However, the narratives mean more coming directly from the students themselves. Below are the responses offered by three students when asked what they would like teachers to know about their experiences as gender-nonconforming students.
We were weeks into our new journey of bringing the science fair into the 21st century: Science In The Sky.
Everything is digital so why haven’t science fairs caught up? Well, my students were doing it! A feverish pitch exploded early amongst my scientific teams once scientists from around the world started responding to different blog postings. Elshaddai and his team were working hard collecting data on their hypothesis about whether the moon does or doesn’t affect mood. “I don’t even know where Luxemburg, Munich, Hong Kong… I don’t know where any of these places are!” I overheard him saying to his team. Using social media, I was able to distribute their survey around the world and excitement ensued when data started to pour in because they had no idea that I’d done this.
Last Wednesday morning, before the school doors opened for our middle and high school students, Mr. David, our principal at Bronx Studio School for Writers and Artists in New York City, announced over the loudspeaker that we’d have a short faculty meeting in the library. A few of my colleagues and I had already gathered in a classroom, hugging one another, checking in, and reflecting on the results of the previous night’s election.
We weren’t sure how we’d talk to our students about the results and were seeking ideas from one another. When our principal’s announcement came over the loudspeaker, I was relieved. I wanted to come together with my peers to process and talk about what we’d just experienced as a nation.