This is a resource that you can use online or in class. It is a great way to start a conversation with a student on the importance of just living for today.

The Washington Social Emotional Learning Standards and Benchmarks x ASCA Mindsets & Behaviors for Students Crosswalk is intended to support CSCP teams in Washington align their programming and lessons with the state specific SEL standards. Please Note: When choosing the appropriate learning standard for students, it is important to ensure that the standards are directly aligned with the learning objective(s) for the lesson or intervention and the developmental level of the student(s). Refer to Washington Social Emotional Learning Indicators for more information.

10-lesson fifth grade unit to build classroom culture focused on identity, diversity and community.

10-lesson fourth grade unit to build classroom culture focused on identity, diversity and community.

10-lesson second grade unit to build classroom culture focused on identity, diversity and community.

Explore the sweet, slimy world of snails (and worms!) as you discover the difference between fact and fiction with videos, stories and games.

This resource should be used as a lesson in social emotion learning along with the health standards. This lesson touches on the meaning of feeling worried. 

Use this resource to support student personal reflection, community building, and mental health.  Online and in-person courses can use this resource.

This module provides a overview of the power of teaching with a trauma-informed lens. The content was created by the faculty members at the following institutions: Chicago State University, Olive-Harvey Community College, South Subrurban College and Prairie State College. The module was designed to be added to the child development course or other introdcutory educationals course that are taken by education majors. The module was developed by Dr. Ty Jiles, Chicago State University, Professor Mario Wright Olive Harvey, Dr. Donna Walker, South Suburban Collge and Dr. LaTia Collins, Prairie State College.  The module is designed to enhance the instructional skills and confidence for pre-service teachers and teacher candidates at minority-serving institutions. The module offers a multicultural narrative as it relates to trauma-informed teaching practices and includes the following: 1) Engaging all students in the learning process, 2) Classroom environment, 3) Planning instruction and learning design for all students, 4) Developing as a professional.  

This module provides a overview of the power of teaching with a trauma-informed lens. The content was created by the faculty members at the following institutions: Chicago State University, Olive-Harvey Community College, South Subrurban College and Prairie State College. The module was designed to be added to the child development course or other introdcutory educationals course that are taken by education majors. The module was developed by Dr. Ty Jiles, Chicago State University, Professor Mario Wright Olive Harvey, Dr. Donna Walker, South Suburban Collge and Dr. LaTia Collins, Prairie State College.  The module is designed to enhance the instructional skills and confidence for pre-service teachers and teacher candidates at minority-serving institutions. The module offers a multicultural narrative as it relates to trauma-informed teaching practices and includes the following: 1) Engaging all students in the learning process, 2) Classroom environment, 3) Planning instruction and learning design for all students, 4) Developing as a professional.  

A crosswalk that aligns the 2024 American School Counselor Association (ASCA) Mindsets & Behaviors for Student Success, Washington State Financial Education Learning Standards, Washington State Health & Physical Education Learning Standards to the WA Social Emotional Learning Standards and Benchmarks. The downloadable document includes both more detailed references to standards and an "at-a-glance" version of the crosswalk. Purpose: This resource is intended to be used as a reference tool to show connections and/or alignment between the Washington State Social Emotional Learning Standards and Benchmarks and a selection of other related state standards. For example, this tool can support content integration, identification of gaps in curriculum, program alignment, cross-department collaboration, appraisal of student growth & development, reflection of local priorities, etc. When choosing the appropriate learning standard for students, it is important to ensure that the standards are directly aligned with the learning objective(s) for the lesson or intervention and the developmental level of the student(s). Refer to Washington Social Emotional Learning Indicators for more information.

This lesson engages students with identifying their own emotions through responding to artworks with body language, facial expressions, and their own artwork.

Step 1 - Inquire: Students identify different emotions and identify their emotional responses to artworks.

Step 2 - Investigate: Students engage with their emotions and share their emotions about climate change artworks.

Step 3 - Inspire: Students share their emotional responses through the creation of a collaged emotions artwork.