By Kim Bollesen
After returning from a principals’ conference, I felt a renewed focus on how to advance social-emotional learning (SEL) at our school. We have one full-time, onsite counselor and limited resources, so my challenge was to scale SEL supports without adding staff. Adopting a structured SEL curriculum gave us a practical way to reach every classroom, supplementing what our counselor could do alone.
We began by introducing the curriculum to staff first, then gradually rolled it out to students and families. The approach helped us build shared language, consistent routines, and a stronger school climate. Below are the strategies that worked best for teachers, students, and parents as we implemented SEL.
- Start with teachers first. The first year, we used the SEL platform for professional development and staff meetings. Limited portal access allowed teachers and support staff to learn one new mindset each month, try out the activities, and reflect together. That gradual onboarding created buy-in and prepared teachers to present the lessons confidently to students.
- Help teachers experience the power of SEL. To make SEL real for adults, we asked staff to participate in the same activities they would later facilitate. For the “attitude of gratitude” lesson, staff watched short videos about empathy, discussed gratitude, then chose thank-you cards spread around the media center. With soft music playing, teachers wrote notes to people who had influenced them. The exercise was striking: several staff members became visibly moved. Experiencing the lesson firsthand made them more likely to bring authentic emotion and intention into the classroom.
- Meet students where they are. At the start of the second year, staff members delivered welcome bags to students’ homes before school began. The bags included pencils and bookmarks printed with mindset prompts, plus handwritten postcards welcoming each child back. That personal outreach set a caring tone and laid the groundwork for stronger relationships—something that paid dividends during COVID-19 school closures, when families and staff were already connected and better prepared for remote learning.
- Let grade level dictate the SEL approach. Different ages learn best in different ways, so we allow each grade to adapt the curriculum. Early elementary teachers use short, daily lessons—often right after recess or during morning circle—to reinforce routines and social skills. Upper elementary and middle grades favor a “Mindset Monday” model, introducing a weekly focus and revisiting it throughout the week with classroom prompts and reflections.
- Embed SEL across school life. We integrate SEL into classroom routines, behavior frameworks, and family communications. Parents quickly embraced the program because it aligned with values many were reinforcing at home. I often explain that while PBIS gives you a framework for behavior, the SEL mindsets explain the “why” behind that behavior—responsibility, empathy, persistence. One memorable moment came when a kindergartner admitted he hadn’t been fully accountable on the playground. He explained what happened and described how he planned to make it right. That level of reflection and ownership illustrated SEL’s impact in a simple, powerful way.
At their Fingertips
Teachers appreciate the curriculum because it provides ready-made lessons, activities, and discussion prompts—resources they can access quickly and adapt to their classroom needs. The platform combines flexibility with a clear progression, which helps new teachers and substitutes maintain a consistent culture. Substitutes often comment on a “different feeling” when they step into our classrooms: students are calmer, routines are familiar, and the environment feels welcoming. While our school was warm and supportive before we adopted the curriculum, the structured SEL approach has made those strengths more consistent and sustainable across classrooms.
Implementing an SEL curriculum shifted our work from reacting to daily behavioral challenges to proactively teaching skills like empathy, self-management, and responsible decision-making. By starting with staff development, personalizing approaches by grade level, and involving families, we scaled SEL across the school in a meaningful way—even with limited counseling resources.
About the author
Kim Bollesen is principal of Farmington Elementary School in Farmington, MN.