By Chad Berger
After two student suicides in a three-year span, our small school district of about 250 students faced the reality that we needed stronger supports for student mental health and social-emotional development. Social emotional learning (SEL) had become a central part of modern K–12 education, so we began searching for a practical, sustainable SEL solution that would serve students and staff.
When I interviewed for my current position, I demonstrated the SEL platform my previous school had used. I logged into the system and walked my new colleagues through the curriculum, sample lessons, and program features so they could see how it would work in our classrooms. We had first implemented the platform in 2019 at my former school and saw meaningful benefits for students there. Based on that experience, we adopted the platform in August 2021.
Once we started using the platform here, we discovered it offered even more capabilities than I had realized before. We expanded our use, adapted the materials to our local needs, and made SEL a more visible and embedded part of school life for both teachers and students.
Here’s how we did it:
Make SEL part of the regular school routine. We reserved a weekly 25-minute intervention period specifically for SEL. I insisted that this slot be treated as nonnegotiable: every Tuesday from 1:23 p.m. to 1:48 p.m. instructors teach an SEL lesson. In elementary grades, teachers integrate the program’s specific mindsets into daily routines—brief lessons each morning and again before reading time—so social-emotional learning is consistent and predictable for students.
Encourage staff to explore and extend the program. Teachers who dug into the platform found resources they could adapt. One third-grade teacher regularly uses a wide range of materials from the site, and our librarian curates books that align with the program’s mindsets. She plans monthly displays that highlight age-appropriate titles tied to the SEL topics, with separate features for elementary and high school readers.
Empower students to lead. We give students opportunities to present SEL lessons to their peers. Some classes create their own slide presentations, integrate platform lessons, or combine both approaches. Over time, students have become comfortable enough that if a teacher is absent, a student can step in to lead an SEL session instead of relying on a substitute teacher who may not be familiar with the curriculum.
Make SEL engaging and visible. We use themed bulletin boards and schoolwide activities to generate excitement. For example, our “Passion Train” display invited students and staff to submit photos showing something they love to do. We cut paper train cars and assembled them in the hall—one train for staff, and others for specific classes. The display went up before parent-teacher conferences and quickly became a focal point of conversation that night.
For schools looking to strengthen their SEL work, my main recommendation is to choose a user-friendly platform that saves teachers time while providing adaptable, meaningful lessons. In my previous role I taught five classes a day and served as athletic director, so lesson prep time was limited. The platform we use—based on the 7 Mindsets framework—is straightforward enough that teachers can implement lessons with minimal planning and then customize them to meet the unique needs of their students.
When SEL is scheduled, supported by leadership, and made part of the daily culture, students and staff benefit. We’ve seen greater student engagement, more peer-led learning experiences, and increased visibility for social-emotional topics across the building. Those changes don’t erase the difficult losses we experienced, but they help create a safer, more connected environment where students have consistent access to skills and supports that promote mental health and resilience.
About the author
Chad Berger is the principal of Napoleon High School (part of Napoleon Public Schools) in Napoleon, North Dakota.