RSF School Board hears parental support for social-emotional learning in Row

The Rancho Santa Fe School District Board meeting on March 10 included hearings on social-emotional learning that were sometimes very personal as parents discussed the challenges facing today’s kids and how the school can support them.

Many parents have become concerned about the future of social-emotional learning (SEL) at R. Roger Rowe since the dissolution of the SEL committee, questions from the board about SEL when they try to understand what is being taught, and rumors circulating among students. school community. The situation was exacerbated by the resignation of school counselor Carly Burke on March 3.

RSF School Board President John Tree said the board did not make any decisions about SEL at the meeting, it was just a chance for the board to help understand community views.

“All of us are here with the intention of trying to join forces to make this place a better place for our children and children of all,” Tree said. “As a board, we have not changed, cancelled, adjusted or modified our SEL program.”

He said the current SEL program will continue until a new superintendent is hired and the board looks to the new leader for guidance, holds more community meetings and makes recommendations about what might change.

The California Department of Education defines SEL as “the critical role of positive relationships and emotional connections in the learning process.” It helps students develop the knowledge, skills, and attitudes to promote a healthy identity, manage emotions, achieve personal goals, and feel and empathize with others.

Social Emotional Learning became a priority for the RSF School Board in the 2018-19 school year, and an SEL committee was formed that includes administrators, teachers, and parents. The committee developed the Rancho Santa Fe SEL competencies, which include self-governance, responsible decision making, social awareness, relationship skills, community, and global awareness.

Teachers wanted their students to learn how to properly control emotions and behavior, manage stress, demonstrate impulse control, empathize with others, appreciate diversity, and show concern for the well-being of others in the classroom, school, and community.

The SEL committee also recommended that the district hire a school counselor, and Burke was hired in 2020.

At the entry level, SEL is provided four days a week for 30 minutes per day, including morning welcome meetings, messaging, a message for the day, and activities related to one of the SEL competencies. On Fridays, the school meets at Friday on the Field.

At the high school level, students hold advisory meetings during the first 20-30 minutes of class—meetings are designed to support students in building meaningful relationships with one or more adults in the school, to strengthen their social and academic skills, and to develop a sense of belonging.

At the March 3 meeting, Tree said the board had decided not to limit public comment by giving speakers five minutes to speak, rather than the usual three. Among the many speakers there was clear support for the SEL, no one spoke out against it. Parent Callie Kelsey said the room was full of adults who care about their children and want to make them better.

Many parents and teachers at the school were wearing green that day to symbolize their mental health stance.

The parents have called on the district to hire not one but two school counselors, re-establish the SEL committee, and commit district level resources as they seek to strengthen or develop the Rowe SEL curriculum. Many parents tearfully spoke about bullying at school and the need for the school district to do more to help students interact in a more supportive and healthy way.

Some parents didn’t understand the controversy over the SEL or the board’s perceived reluctance. Mother Jessica Greenstein said that SEL provides the foundation for a child’s success and that there is a place for it to be taught in school: “Learning is just a part of (education). When children are happy, when they are social, when they have friends, when they have a safe space, they can excel in their studies,” she said.

Mother Kelly Motadel shared that both of her children recently used the SEL tools they learned in school to overcome a “strike in friendship” and the death of their grandmother.

“While promoting social development within the family is critical, it is important to continually support SEL in our schools given the amount of time our children spend here and the interactions they have,” Motadel said. “The relationships they form at school matter how they are treated by classmates and teachers. They are important for their mental health and even their physical health.”

During a public comment, teacher Jessica Henke said she came to refute the rumor that teachers are not supportive of SEL. Moving forward, she asked the board to be ready to work with staff.

“With all the changes going on with the superintendent and administration, the teachers are consistent. We are here, we are present. I really love my job, so I want you to love it because I love my job, and I want you to respect the fact that I have something to offer you, ”said Henke, who has worked at the school for almost 20 years . “We are here, we are ready. All teachers want to help you make the right decision, but we weren’t asked to. So start asking us. Were here.”

The Board as a whole did not discuss the SEL that day and did not make any comments. Tree said he was “deeply touched” by how the meeting went and that the parents were willing to come in, show vulnerability and share their thoughts and feelings.

He noted that the loss of the school psychologist was regrettable, and the board intended to replace her in this position – the board approved her resignation only that day. He said that hiring a new leader is not tied to hiring a new superintendent and that the idea of ​​an additional leader could be discussed by the board in the future.

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