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a ready-to-run workshopSEL at the Secondary Level
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SEL at the Secondary Level (Workshop)

Social-emotional learning is not just for elementary classrooms. Adolescents are navigating identity, relationships, and big decisions, and they need SEL too, but it has to look different: embedded, respectful of their autonomy, and relevant to their lives, not childish.

Key takeaway

Adolescents need SEL as much as younger students, but it must look different, embedded, autonomy-respecting, relevant, and credible, not childish, or they will tune it out.

Format
PLC / team meeting
Length
45 minutes
Group size
Any (works 4-40)
Who can run it
Any teacher-leader
You will need
Slides (5)Printed handoutAn SEL skill in mindA timer
Aligned to
Learning Forward: Transformational ProcessesInTASC 1: Learner DevelopmentCASEL: SEL across development
Share / assign

Why it works

SEL matters deeply in adolescence, when students navigate identity, relationships, risk, and independence, but secondary SEL often fails because it is delivered as elementary-style lessons that teens find condescending. Research and practice point to embedding SEL in content and real situations, honoring adolescents' growing autonomy and need for relevance, using advisory and relationships, and treating them as the near-adults they are. The skills are the same; the delivery must mature.

The research: CASEL framework; research on adolescent SEL.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

    The core activity: make SEL work for adolescents

    Teachers leave with an SEL skill delivered in a way teens will engage with.

    Same skills, mature deliveryAdolescents need SEL, but delivered with relevance and respect, embedded and autonomy-honoring, not as childish lessons. Match the delivery to their maturity.

    Facilitator notes

    Childish SEL gets tuned out at secondaryDelivering teens elementary-style SEL lessons breeds eye-rolling and disengagement. Embed it, make it relevant, and respect their maturity and autonomy.

    Adapt it

    Participant handout

    One page for every teacher. Print it, or save it as a PDF.

    K12 Academics · Professional Learning

    SEL at Secondary: relevant and respectful

    <b>Same skills, mature delivery:</b> embedded in content, relevant to their lives, respectful of autonomy.

    1. The SEL skill adolescents need:
    2. How I embed it in content or real situations:
    3. How I make it relevant to their lives:
    4. How I respect their autonomy:
    5. Where childish delivery has backfired:

    Make it stick

    Mature and relevant:

    Common questions

    Isn't SEL an elementary thing?
    No. Adolescents are navigating identity, relationships, and big decisions, and need SEL as much as anyone. The skills are the same; the delivery must respect their maturity and autonomy.
    My teens roll their eyes at SEL. Why?
    Often because it is delivered in a childish, condescending way. Embed it in real situations and content, make it relevant to their lives, and respect their autonomy, and they engage.
    How do I do SEL at secondary?
    Embed it in content and real situations, use advisory and relationships, connect it to their actual lives and decisions, and treat them as near-adults. Relevance and respect are key.

    Go deeper

    Build it into a bigger day

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