SEL Reflection Questions

View these questions in other formats: SEL Reflection Questions (PDF) | SEL Reflection Questions (editable Google Doc) 

School leaders are asked to reflect on the following questions to support the schoolwide implementation of SEL practices. A reflection chart is provided above as a printable PDF or an editable Google Doc. 

Prioritizing SEL

  1. What teacher preparations or pre-service programs are in our area?
  2. How can we work with them to incorporate attention to SEL competencies? 
  3. What funding sources exist in my district (federal, state, or private) related to bullying, violence prevention, health and wellness, safe and supportive environments, drug prevention, college and career readiness, wraparound supports, local partnerships, or addressing local needs that could be redirected to this effort?
  4. Which of my staff members currently focus on school improvement, counseling, teacher professional development, curriculum design, family and community engagement, or wraparound services? How could they approach their work from the perspective of day-to-day SEL leadership?
  5. Are there existing teacher leaders, content coaches, leaders, PL providers who could be an SEL coach?
  6. What PL and training do teachers currently receive? How can this be infused with SEL?
  7. Does my agency provide curriculum frameworks or other resources to teachers? Which of this could include attention to, or could be updated to include SEL competencies?
  8. How could community, community, business and early education and care partners contribute to SEL?

Operationalizing SEL

  1. What teacher preparation or pre-service programs in our area? How can we work with them to incorporate attention to SEL competencies?
  2. What funding sources exist in my district – federal, state, or private – related to bullying, violence prevention, health and wellness, safe and supportive environments, drug prevention, college and career readiness, wraparound supports, local partnerships, or addressing local needs that could be redirected to this effort?
  3. Which of my staff members currently focus on school improvement, counseling, teacher professional development, curriculum design, family and community engagement, or wraparound services? How could they approach their work from the perspective of day-to-day SEL leadership?
  4. Are there existing teacher leaders, content coaches, leaders, PL providers who could be an SEL coach?
  5. What PL and training do teachers currently receive? How can this be infused with SEL?
  6. Does my agency provide curriculum frameworks or other resources to teachers? Which of this could include attention to, or could be updated to include the SEL competencies?
  7. How could community, business and early education and care partners contribute to SEL?

Integrating SEL

  1. What are my district’s biggest learning challenges? In what ways would improved self-awareness, self-management, social awareness, relationship skills, and responsible decision making help students navigate these challenges?
  2. How can SEL enhance our current curriculum?
  3. What initiatives are already in place in my district that attend to student health, behavior, and other social emotional skills?
  4. Do we, or any of our schools, use programs to target health, wellness, and behavior?
  5. Is SEL integrated into the community’s school readiness strategies?
  6. How are we taking care of our adults and building their understanding of oneself as well as self-care strategies?

Monitoring and Evaluating SEL

  1. What do schools and families consider the major challenges related to health, safety, climate, and student development? What solutions do they suggest?
  2. How will staff, leaders, teachers, and families know that students are gaining SEL competencies? What behaviors will students exhibit?
  3. What concrete steps should each staff member take to further SEL? When should these steps be completed? How will we know they occurred?
  4. What data does my district already collect about student progress, school climate, and teacher practice? Which of these indicators provides evidence of SEL?
  5. Can we tailor existing data collection methods — such as surveys, classroom observation protocols, or data dashboards — to include SEL indicators?
  6. What will motivate leaders and teachers to focus on SEL? What supports will they need to do so?
  7. How are we monitoring the social emotional wellness of staff? What does our plan look like for supporting them?