SEL Intentions Failing to Hit the Mark
The Pony Express Editorial Board
The Pony Express Editorial Board
Since the spring semester of last school year, Pioneer has held Social Emotional Learning lessons. Last year they were held during FLEX every other week with our third period classes, and this year, SEL is held weekly in a 45 minute period before lunch on Fridays. Although the intent seems meaningful, the lessons have been less than helpful as teens work through their personal mental health struggles. Since returning to school after the COVID-19 pandemic, student stress and mental health issues have continued to rise.
While it is great that teachers, parents and administrators have our best interests in mind, the SEL program, Seven Mindsets, is not helping us as planned. Teachers are not licensed to be our therapist, but with Seven Mindsets, they are essentially conducting group therapy every Friday. By the time students reach high school, we know that our teachers are mandated reporters, so we are more hesitant to share our struggles openly within a classroom setting and in private.
As the lessons have continued to be implemented within the district and on campus, we have come to the realization that the lessons taught are not relevant to the struggles students face currently and are doing more harm than good. The current program does allow for open conversations, however, it is the part students hate the most. Our current classes constantly demand writing and watching videos for lessons, and in a space where we are trying to prioritize mental health, it is extremely ineffective in engaging students. Being forced to share your struggles with a group of peers can create feelings of anxiety and isolation, both which will negatively affect students’ mental health.
Since these lessons are state-mandated, we can’t get rid of them. However, we can provide solutions that would be more beneficial for both students and teachers. If teachers are given the liberty to choose what they think would be best for them and their students, people would be more likely to pay attention during these times rather than spacing out and feeling unproductive.
If teachers were able to choose their own activities for SEL, the extra money wouldn’t have to be spent on the current SEL program and could go towards other things, like perhaps paying teachers more or supplying them with necessary materials for teaching. The funding for SEL could also go towards expanding mental health resources for staff and students rather than forcing them to speak openly within the classroom. Currently, we have access to the Wellness Center, which is just one resource available to students. We could create more safe spaces for students to be comfortable and open on campus in addition to the wellness center. With student and teacher stress increasing, expanding resources is extremely important on campus.
Sometimes in our class during the SEL period, we go out to the field and sit on the bleachers to talk rather than watching the designated videos for lessons. When we go outside, we sit down and discuss the real and present concerns we have as students under an immense amount of pressure. We have found this to be much more helpful as it provides safe space to talk naturally, without the pressure of a guided lesson.
Teachers know their students better than the state does and by having teachers create their own activities, they will be more tailored to each group of students which would have a better impact. Watching a movie, going outside to talk with each other or just to relax, some type of creative project and really anything that doesn’t require much setup would be good activities. Sometimes taking a break is all we need to rejuvenate. Since we all have busy schedules, having something fun or relaxing like these activities would be a good way to wind down after a week of work rather than having to write in journals about a given prompt that bore students. This would have the intended effect of the current SEL program, but it would be executed successfully.
While it is great that teachers, parents and administrators have our best interests in mind, the SEL program, Seven Mindsets, is not helping us as planned. Teachers are not licensed to be our therapist, but with Seven Mindsets, they are essentially conducting group therapy every Friday. By the time students reach high school, we know that our teachers are mandated reporters, so we are more hesitant to share our struggles openly within a classroom setting and in private.
As the lessons have continued to be implemented within the district and on campus, we have come to the realization that the lessons taught are not relevant to the struggles students face currently and are doing more harm than good. The current program does allow for open conversations, however, it is the part students hate the most. Our current classes constantly demand writing and watching videos for lessons, and in a space where we are trying to prioritize mental health, it is extremely ineffective in engaging students. Being forced to share your struggles with a group of peers can create feelings of anxiety and isolation, both which will negatively affect students’ mental health.
Since these lessons are state-mandated, we can’t get rid of them. However, we can provide solutions that would be more beneficial for both students and teachers. If teachers are given the liberty to choose what they think would be best for them and their students, people would be more likely to pay attention during these times rather than spacing out and feeling unproductive.
If teachers were able to choose their own activities for SEL, the extra money wouldn’t have to be spent on the current SEL program and could go towards other things, like perhaps paying teachers more or supplying them with necessary materials for teaching. The funding for SEL could also go towards expanding mental health resources for staff and students rather than forcing them to speak openly within the classroom. Currently, we have access to the Wellness Center, which is just one resource available to students. We could create more safe spaces for students to be comfortable and open on campus in addition to the wellness center. With student and teacher stress increasing, expanding resources is extremely important on campus.
Sometimes in our class during the SEL period, we go out to the field and sit on the bleachers to talk rather than watching the designated videos for lessons. When we go outside, we sit down and discuss the real and present concerns we have as students under an immense amount of pressure. We have found this to be much more helpful as it provides safe space to talk naturally, without the pressure of a guided lesson.
Teachers know their students better than the state does and by having teachers create their own activities, they will be more tailored to each group of students which would have a better impact. Watching a movie, going outside to talk with each other or just to relax, some type of creative project and really anything that doesn’t require much setup would be good activities. Sometimes taking a break is all we need to rejuvenate. Since we all have busy schedules, having something fun or relaxing like these activities would be a good way to wind down after a week of work rather than having to write in journals about a given prompt that bore students. This would have the intended effect of the current SEL program, but it would be executed successfully.