By Anita Mattek
After several years of relying on an in-house social-emotional learning (SEL) approach, our district decided it was time to adopt a formal curriculum to better support middle and high school students’ mental health, academic progress, and overall well-being. With roughly 840 students in grades 8–12, we had already created an advisory/homeroom period intended to build community and a sense of belonging among students and staff. While that homegrown effort produced many valuable lessons, it became clear that developing new content year after year was not sustainable.
Early on, our advisory program incorporated elements from Positive Behavioral Interventions & Supports (PBIS), and a small advisory team of teachers collected resources on mindfulness, kindness, and other essential SEL topics. That foundation helped, but moving to a structured curriculum allowed us to scale consistently across classrooms and ensure all students received systematic SEL instruction that complements academic goals.
4 Steps to a Successful Switch
We were introduced to the SEL platform 7 Mindsets by a former middle school counselor. After our counseling team reviewed the program, we presented it to district leadership and made the case that our high school would benefit from a unified SEL curriculum. Below are four practical steps we followed to implement the program successfully and build a sustainable SEL practice at our school.
Carve out dedicated time for SEL. At Antigo High School, most students have a 25-minute homeroom/advisory period each school day. We designated Mondays and Fridays specifically for 7 Mindsets lessons, creating predictable time for SEL. On Tuesdays and Thursdays that same period is used for intervention and enrichment—students choose math or English support or work on CTE projects—while Wednesdays are reserved for clubs. This consistent, short daily block gives students regular opportunities to connect, reflect, and make meaningful choices without sacrificing instructional time for core subjects.
Start with a small implementation team. We began with our active tier-one PBIS team and school counselors, which made it easier to integrate 7 Mindsets with existing PBIS work. During the pandemic, much of our planning and training happened virtually, which allowed our team to access the new SEL portal early. We practiced lessons with the PBIS group, completed virtual professional development, and gathered input from school leadership. Beginning with a focused team helped us pilot the platform, refine our approach, and build momentum before expanding implementation schoolwide.
Model upcoming lessons for teachers. To create consistency and buy-in, our implementation team models each upcoming SEL lesson and shares classroom strategies with staff. For instance, when the “Live to Give” mindset is scheduled, we demonstrate lesson flow, language, and related school activities during staff meetings. This front-loaded approach—reviewing plans with teachers about once a month—helps align expectations, builds teacher confidence, and ensures students experience coherent messaging from adults across the school.
Lean on community resources. One of the strengths of adopting an established SEL platform is the community of practitioners that comes with it. Neighboring schools have reached out to ask how we implement 7 Mindsets, request observations, or seek advice. Those connections make the transition easier: seeing the program in practice, exchanging tips, and asking questions clarify the purpose and benefits of SEL. Building relationships with other schools and using vendor resources can provide practical support as you adapt the curriculum to your context.
Adopting any SEL platform takes intentional time and effort. Districts must thoughtfully select a program, create space in the schedule for lessons, and foster a school culture that embraces social-emotional learning. Professional development and ongoing coaching are essential because teachers will vary in comfort and skill: some will immediately excel at delivering SEL lessons, while others will need additional support to implement with fidelity. Regular monitoring and feedback help ensure consistent lesson quality and meaningful student outcomes.
Over the last several years, our school has navigated many challenges, and prioritizing students’ and staff’s well-being remains central to our work. Implementing a reliable SEL curriculum paired with clear schedules, a focused implementation team, modeled lessons, and community support has strengthened our approach to mental health, belonging, and academic success.
Anita Mattek is associate principal of Antigo High School in Antigo, Wisconsin.