Social and Emotional Learning at Stockbridge Schools
by Cassie Watson
Stockbridge, MI – The staff and administrators at Stockbridge Community Schools are working hard at continuing to improve the educational environment for all students. In recent years, this focus on improvement has shifted toward social and emotional learning, that is, a focus on maintaining positive relationships, managing emotions, and ensuring student needs are met so that learning can occur. These activities were based on the premise for students to learn, and for teachers to teach effectively, the social and emotional needs of students must first be met.
Sarah Bentley, principal at Heritage, has been one of the driving forces for development of a social and emotional learning plan. When Bentley came to Heritage, she identified that discipline took up a significant portion of administrator and teacher time, while also interfering with students’ education. Bentley, with a team of administrators and teachers, set to work. They conducted a system overhaul with the focus on serving the social and emotional needs of students, especially those in special education.
“We spent a lot of time researching and visiting other school systems,” Bentley said. “It involved multiple staff, restructuring of the organization, and developing a multi-tiered plan to address high needs and critical behaviors.”
As a result of the research and visits by this dedicated team, Heritage school led the way in developing a resource room for students, an emotion management student support room, calming corners in each classroom, and a mindfulness program that includes regrouping activities for students after recess and lunch breaks that is individualized to each classroom’s needs.
All actions taken are focused on developing strong connections between staff and their students, while also allowing students the opportunity to learn to manage and appropriately act on their emotions.
“We use consistent language, lessons, and rewards,” Bentley explained. One of the greatest achievements of the Stockbridge school system is the presence of a shared counselor with Heritage and the Junior High, and partnership with St. Joseph Hospital for a Behavioral Health Navigator to assist families with their needs.
Social and emotional learning activities go beyond just supporting students and focus also on supporting teachers and staff who work with students. “We try to support teachers and promote self-care, and we ask how they are taking care of themselves and their own needs.” A trauma-informed approach is utilized for both students and teachers. This promotes teachers supporting other teachers, and students supporting other students.
Despite Stockbridge having a high number of at-risk youth and high numbers of students with trauma, implementation of a social and emotional learning focus has been extremely successful in just two years. According to data presented at the February 2020 school board meeting, Heritage office referrals dropped 69%, from 162 to 50. Out of classroom student referrals dropped 48.8% from the 2018-2019 to the 2019-2020 school year.
“Most often, it takes three to five years to see the benefits of any new programming, but we are seeing success in only two years,” Bentley said, enthusiasm rising in her voice.
The 2020-2021 school year will pose many unique challenges to the social and emotional learning plan. The COVID-19 pandemic and the schools’ subsequent shift to internet-based learning have brought the problem of equity to the forefront of educators’ minds: Some students don’t have internet access. Others might not have a safe home environment. Many struggle with food instability. Any of which can inhibit effective learning.
With these issues in mind, Bentley indicates that social and emotional learning must be a top priority for students and educators, regardless whether the delivery method for education is classroom-based, internet-only, or a hybrid of both. Future goals include to expand social and emotional learning activities in the Junior/Senior High School, to develop a parent education series, and to continue to explore options for supporting students and staff.
Parents, community members, and other stakeholders are encouraged to contact their administrators with questions, comments, or concerns.
“We are listening, and your concerns are being heard,” Bentley said. She encouraged parents to participate with the PTO and be engaged. “It’s more important than ever to continue social and emotional learning and to support staff,” she said. “The goal is to have teachers who want to teach and students who want to learn.”
Once schools are safely reopened, Bentley welcomes requests to tour the schools and see the calming areas, emotional management student support rooms, and other ways in which the school system is supporting social and emotional learning.
Sarah Bentley, principal of Heritage School
Heritage School led the way in developing a resource room for students, an emotion management student support room, calming corners in each classroom, and a mindfulness program that includes regrouping activities for students after recess and lunch breaks that is individualized to each classroom’s needs.
