By Jonathan Powell
How we use our social-emotional learning curriculum to put relationships at the center of school life, build strong bonds with students, and better understand what’s really happening in the classroom.
Serving a rapidly growing district with a student population that is about 70% Hispanic, we adopted a social-emotional learning (SEL) curriculum beginning in the 2019–20 school year. That early decision gave us a framework we could rely on when the pandemic changed how instruction and school community life were delivered. Because the curriculum was already in place, our diverse student body continued to have meaningful access to SEL supports even as delivery shifted between in-person, remote, and hybrid models.
Addressing social-emotional needs is essential if students are going to thrive academically and personally after the disruptions of the past 18 months. We learned quickly that attention to relationships, empathy, and well-being is not an optional add-on; it is central to learning and to restoring a healthy school culture.
In 2019 our district piloted a SEL program across five campuses. Pleased with the pilot, district leaders expanded the curriculum districtwide and partnered with Panorama to use data in measuring SEL outcomes. On some campuses the curriculum has been associated with fewer disciplinary incidents, more engaged students, and teachers who report greater satisfaction. Those early gains helped us prioritize SEL as a core component of our campus vision.
Right Out of the Gate
As a first-year principal during the 2020–21 school year, I made SEL a priority from day one. I met with the leadership team to review the curriculum and intentionally wove SEL language and expectations into our campus vision. One mindset—“we are connected”—became a guiding principle for the year and shaped how staff engaged with students and families.
Practically, we carved out a regular time for SEL: a 30-minute session every Monday when students meet with a homeroom teacher to explore a lesson from the curriculum. We began that routine on the first day of school to signal that our commitment to students extends beyond academic subjects. By consistently making room for conversations about feelings, relationships, and real-life challenges, we demonstrate that we care about students as whole people.
Putting relationships front and center changes the tenor of our classrooms. Reflecting on my own education, I can see that what I valued most about certain teachers was not isolated content but the time and attention they invested in me. Our SEL approach intentionally recreates that dynamic: it strengthens connections, uncovers what’s really happening for students, and creates the trusting conditions necessary for learning.
Promoting Cultural Appreciation
SEL at our school moves beyond scripted lessons and shows up throughout the building. Our counselor launched a student-led multicultural initiative called the “Culture Crew,” which began during Hispanic Heritage Month and now highlights a different culture each month. The effort is designed to make our campus welcoming, affirm students’ identities, and broaden everyone’s cultural understanding.
During Hispanic Heritage Month we read about notable figures from Hispanic history during morning announcements, hosted a traditional Latino dance in the cafeteria, and organized a screening of the movie Coco for students who volunteered to attend. We provided snacks and a cultural craft activity to make the event inclusive and celebratory. Those monthly cultural celebrations have become a valued part of our school calendar and a practical expression of SEL in action.
Thinking Outside of Themselves
SEL helps students develop empathy and a habit of serving others. A memorable example occurred at Christmastime when three sixth-graders came to my office worried that a classmate might not have a good holiday. They asked if the school could help. Using the curriculum’s “live to give” mindset as inspiration, we organized an effort to adopt families in need.
Roughly 20 families were identified as needing support for the holidays. Students and staff raised funds through creative incentives, involving the whole school community in practical giving. I agreed to participate in several fundraising stunts—if certain thresholds were met I would sleep on the roof or dress up like Santa. The students met the goals, the community responded, and we were able to provide meaningful support to those families. I did end up spending a night on the roof—on a very cold evening—but it was worth it to see how thankful the families were and how proud our students felt.
That experience reinforced a larger point: schools can be centers of service and compassion. Many educators chose this profession because they want to help children and families. When a school makes that commitment visible, families notice and trust grows. Our goal was not simply to meet material needs but to communicate to families that they are known, supported, and valued.
Conclusion
Social-emotional learning has helped us center relationships, celebrate culture, and cultivate empathy across our campus. By building SEL into routines, using data to track progress, and creating opportunities for students to lead, we are working to restore a more connected and resilient school community. These efforts are not a quick fix but a sustained commitment to the well-being of students, teachers, and families as we move forward.
About the author
Jonathan Powell is Principal at Keefer Crossing Middle School in New Caney, TX.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on providing context for the shift in education to digital curriculum.