If you will, imagine a school where students show up eager and ready to learn, feel a sense of connectedness to their school and teachers, and perform to their fullest potential.

We all know that emotions can be central to our learning. If we think about it, we realize strong emotions not only compel our attention and provide an emotional connection to a subject, but can be a powerful motivator for performance.

Ten years of research clearly shows that social and emotional development or learning is foundational to children's success in school, work, and life. According to a growing body of research, addressing the social and emotional needs of youth not only prepares students to learn, but also increases their capacity to learn.

A growing concern about the mental health of children and adolescents and a strong base of research has led to legislation that requires schools to address the social and emotional needs of students. Many schools in southern Illinois are already working to create this environment conducive to learning.

Social and Emotional Learning refers to both what and how we teach. It involves teaching students a set of skills, a set a five core competencies, to help support their social and emotional well-being as well as a process of learning. The five core competencies that have been integrated into the Illinois State Learning Standards include self-awareness, self-management, social awareness, interpersonal skills and responsible decision-making skills.

The process of SEL refers to the creation of a safe, caring and highly participatory learning environment where SEL competencies are modeled, taught and learned. Social and Emotional Learning is based on an understanding that learning is a social process and therefore relationships and emotions are central to the learning process. SEL is also based on the realization that feelings, thoughts and actions are interrelated. For learning to be effective, the needs of the whole child must be addressed.

For example, if you are upset because of a fight with a friend, you shake it off before you come to work so you can fulfill your responsibilities. Children need to learn how to have that same emotional control. Children can't learn if they are worrying about something at home or the bully they are going to face in the lunch room. SEL can help remove these distractions so students can learn more effectively. The development of the skills in our children is important for their success both in and out of school.

Keep in mind, children who feel hopeless cannot learn effectively. So, we must help our children to develop these skills. It is also important to remember that sometimes the best teaching we do is modeling the skills and behaviors we are trying to develop in our children. Children are always watching to see the behaviors and actions, or reactions, of those around them. Everyday our own use of our SEL skills can create those important teachable moments. I often ask myself, "How can we ever expect children to become people of good character if the adults in their lives don't role model that behavior?" Social and Emotional Learning makes this possibility a reality.

JEFF FRANKLIN has a master's of science degree in education and is an extension educator in youth development for the University of Illinois. He works with schools in Southern Illinois on social and emotional learning, anti-bullying programming and coordinated school health education. For more information, contact 687-1727.