Social Emotional Learning
The Longfellow Learning Community supports students socially, emotionally, physically and academically. 
We support Social Emotional Learning (SEL) through multiple avenues. Our goal is for ALL students to be 
successful in and out of school by growing a set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self-control. 
These are defined by Responsive Classroom as follows: 

Social & Emotional Competencies

Photograph by Jeff Woodward.

  • Cooperation—Students’ ability to establish new relationships, maintain positive relationships and friendships, avoid social isolation, resolve conflicts, accept differences, be a contributing member of the classroom and school community, and work productively and collaboratively with others.
  • Assertiveness—Students’ ability to take initiative, standup for their ideas without hurting or negating others, seek help, succeed at a challenging task, and recognize their individual self as separate from the circumstances or conditions they’re in.
  • Responsibility—Students’ ability to motivate themselves to take action and follow through on expectations; to define a problem, consider the consequences, and choose a positive solution.
  • Empathy—Students’ ability to “see into” (recognize, understand) another’s state of mind and emotions and be receptive to new ideas and perspectives; to appreciate and value differences and diversity in others; to have concern for others’ welfare, even when it doesn’t benefit or may come as a cost to one’s self.
  • Self-Control—Students’ ability to recognize and regulate their thoughts, emotions, and behaviors in order to be successful in the moment and remain on a successful trajectory.

Read more about our implementation of PBIS, Second Step and Responsive Classroom as our SEL approach to teaching and learning at Longfellow.