Purchase Our Digital Access Pass

Whether you attended the 2022 National SEL Conference or could not fit it into your schedule, you can still experience many aspects of the conference!

  • Receive immediate access to our library of 34 conference sessions listed below.
  • Access sessions 24/7, from anywhere, through Dec. 18, 2022.
  • Continue your professional development by leveraging the latest social and emotional learning research and practice.

My wheels are turning– integration is critical to SEL success. Adding in, not adding on – this stuck with me. I will encourage principals with whom I work to consider Yes No Maybe protocol with students and staff by first modeling it during sessions that we have together.

Attendee of “Youth Voice, Empowerment and Agency”

Excellent session! I always appreciate practical strategies and real-life stories! All of the info, strategies, and authenticity of what went well and what was difficult was incredibly helpful.

Attendee of “And How Are the Children?”

I took away so much great information to help me grow personally and as a team leader, also as an educator working with young students and to support teaching staff. I could’ve listened to these presenters for an additional 1.5 hours.

Attendee of “Skills Can Wait! First, We Need to Regulate”

I LOVED all the new tools and activities I can incorporate ASAP with my students and prevention ed classes. Great activities to promote belonging and engagement.

Attendee of “Maslow Before Bloom — Relationships Matter”


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$199 for All Others

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Conference Sessions Included

And How Are the Children? Assessing and Responding to Student Well-Being Survey Data

How are our students feeling at school? This session will introduce participants to the student well-being survey developed and implemented by the School District of Philadelphia. The survey was innovatively designed to measure students’ feelings about their relationships at school and key social and emotional learning skills. The data collected monthly helps school and district teams assess how students feel about their experiences at school and helps to inform programming and supports across MTSS tiers at the school and district levels.

Shannon Ellis, Assistant Director of Climate and Culture, The School District of Philadelphia, Philadelphia, Pennsylvania

Harrison Johnson, Climate and Culture Coach, The School District of Philadelphia, Philadelphia, Pennsylvania

Daniel Merin, Lead Climate and Culture Coach, The School District of Philadelphia, Philadelphia, Pennsylvania

Stephanie Overton, Climate and Culture Coach Team, The School District of Philadelphia, Philadelphia, Pennsylvania

Lauren Thomas, Social-Emotional Learning Specialist Educator, The School District of Philadelphia, Philadelphia, Pennsylvania

A Tier I, Empirically Valid Approach to Developing Relationship Skills in Adolescents

Relationship skills significantly predict academic and behavioral functioning during adolescence and adulthood. Research shows that the issues faced by students during the COVID-19 pandemic have limited their opportunities to develop relationship skills. This hands-on session will guide educators through an empirically based, easy-to-use curriculum that (a) targets and develops social awareness and relationship skills and (b) promotes social connections among students from different groups.

Rich Gilman, President, Terrace Metrics, Inc., Cincinnati, Ohio

Angela Thompson, Curriculum Coordinator, Terrace Metrics, Inc., Cincinnati, Ohio

Bringing Educational Leaders Together to Practice Mindfulness, Justice and Social and Emotional Learning

It is important to facilitate a community of educational leaders and foster systems centered on love, belonging and justice that are also rooted in mindfulness and social and emotional learning. In this session, we will: (1) make visible some of the facilitation strategies that create a feeling of community, (2) share some of the content that has spurred self-awareness and interpersonal relationships, and (3) explore how to ground a community of practice in the values your leaders hope to embody. In addition, participants will have the opportunity to learn facilitation strategies that create a feeling of community, understand specific activities that promote adults’ self-awareness and positive interpersonal relationships and describe values of leadership and practices that cultivate a community of practice.

Michelle King, Independent Consultant, Pittsburgh, Pennsylvania

Tina Raspanti, Psychology Teacher, Mt. Lebanon School District, Pittsburgh, Pennsylvania

Shannon Wanless, Director and Associate Building/Com/Professor, Office of Child Development, University of Pittsburgh, Pittsburgh, Pennsylvania

Building Resilient and Responsive Educators Through Adult SEL Skills

Educators have had to endure increasing amounts of stress in the last two years, and they have had to tap into resilience in new ways. In this workshop, participants will learn about anti-bias education as a tool to continue building self-awareness and self-management skills. Participants will engage in self-reflection and explore adult SEL skills needed to be responsive to their students’ needs through an anti-bias lens.

Melissa Andersen, Director of Education, AMAZEworks, St. Paul, Minnesota

Rebecca Slaby, Executive Director, AMAZEworks, St. Paul, Minnesota

Compassion Fatigue: When the Distress of Others Becomes Contagious

Compassion fatigue is a state of physical and emotional exhaustion often coupled with increased cynicism and feelings of professional ineffectiveness. It happens slowly over time when professionals are exposed to traumatic stories from clients. Education about compassion fatigue is a protective factor, and early detection can prevent symptoms from reaching incapacitating levels. Participants will explore the signs and symptoms of the onset of compassion fatigue and will learn about prevention techniques and self-care strategies.

Leah Galkowski, Safe School Coordinator, Center for Safe Schools, Camp Hill, Pennsylvania

Michelle Kern, Safe School Coordinator, Center for Safe Schools, Camp Hill, Pennsylvania

Coregulation and Connection: The Crucial Role of Adults in Social and Emotional Learning

Children’s ability to regulate emotions and behavior on their own is limited due to their developing brains and nervous systems. The key piece of the puzzle is the role of adults in this process, known as coregulation. This workshop will share trauma-informed mindful practices that will prepare adults to be effective coregulators, create safe environments, foster meaningful connections, and model the skills needed to process emotions in a healthy, productive way.

Colleen Patterson, Educational Consultant and Mindfulness Educator, The Mindfulness Education Collective, Camp Hill, Pennsylvania

Creating Equitable Environments Where SEL Programs Thrive: Tools to Improve Implementation

Districts and schools often adopt evidence-based SEL curricula without engaging in deep reflection of their organizational readiness for the program. When readiness is not considered, preexisting inequities in systems create barriers to effective implementation. This session will provide district/school leaders and educators with tools that can be used to enhance awareness of organizational policies and practices that serve as facilitators and/or barriers to successful SEL implementation and integration within school systems.

Amanda Fankhauser, Senior Instructional Designer, Committee for Children, Seattle, Washington

Juliet Kandel, Implementation Strategist, Committee for Children, Seattle, Washington

Amanda Page, Product Manager, Committee for Children, Seattle, Washington

Karen Thierry, Senior Research Scientist, Committee for Children, Seattle, Washington

Creating Family Routines that Practice the Values We Hope to See in the World

This session will offer an opportunity to imagine the kind of society you hope for and come up with ways to make your own family a microcosm of this society. There is no better place to start creating a just and equitable world than at home. What would it look like to create rituals, routines and practices in our families that reflected a commitment to compassion, equity, justice and self-awareness, for example?

Jennifer Miller, Founder/Author, Confident Parents Confident Kids, Columbus, Ohio

Shannon Wanless, Director and Associate Professor, Office of Child Development, University of Pittsburgh, Pittsburgh, Pennsylvania

Explore some of the messages we receive about emotions and how those messages relate to sociocultural identifiers, such as race and gender. Then, learn a protocol that helps students notice their own emotions, name the values those emotions reveal, and choose actions in accordance with those values. Explore how to use the protocol in various contexts so all students are empowered to connect their actions to their values, in and out of the classroom.

Lauren Porosoff, Founder, EMPOWER Forwards, Scarsdale, New York

Engaging Families in SEL

Families are the first and most important teachers of skills that help their children successfully manage everyday life. As a family, you play a critical role in your child’s social, emotional and academic development. Schools and their leaders are here to support families in this important work. In this presentation, you will find applicable strategies to engage families, support families and build relationships with families to move the needle in your SEL implementation.

Kate Tovias, Regional Education Partnerships Manager, Committee for Children, Seattle, Washington

Heart-Centered Strategies That Build Trust, Connection and a Community for Success

Everyone communicates, but not everyone connects. It is becoming harder and harder to reach people and connect with the hearts of those you serve. If you have experienced trying to connect with those who have endured pain and trauma that has turned into emotional walls that keep you out, there is hope. This presentation will lay out very practical heart-centered strategies that will empower you to communicate and connect in a way that fosters real, positive and lasting change.

Jessica Janniere, National Adversity Expert, Look Up and Beyond, Inc., Brooklyn, New York

How to Avoid “Initiative Fatigue” While Implementing SEL in Your District

Many districts embark on the SEL implementation process only to find resistance from staff who are exhausted from implementing one initiative after another. “Initiative fatigue” sets in when staff feel that there is no clear direction or vision guiding the way and that the newest program will simply be replaced by another trend in the near future. In this workshop, participants will begin to explore how SEL is not “another thing on the plate,” it IS the plate. It is a coordinating framework, not just a program, that ties in various other initiatives/frameworks such as restorative practices, equity efforts, trauma-sensitive approaches, mindfulness programs and MTSS/PBIS. When implemented with a long-term systemic approach in mind, it can completely transform the district’s culture and climate. Following CASEL’S theory of action, participants will examine how to get started on this journey, how to get commitment and buy-in from the school community, and where to get additional support and resources for the road ahead.

Ellen Connors, Chief Executive Officer and Consultant, EMC Innovations, LLC, Highland Falls, New York

Amy Moritz, Learning and Development Strategist, Moritz Consulting, New Cumberland, Pennsylvania

Improving Social and Emotional Learning with Coaching Methods Designed for Teens

Questions-based interactions, including motivational interviewing, have been growing in their use in educational settings and grouped under a broad description of coaching. The efficacy of coaching as an evidence-based practice: however, depends on fidelity to a defined coaching method, preferably one that has been adapted and designed for use with teens. This workshop explores coaching distinctives and how they serve to engage teens and improve social and emotional development.

Jack Witt, Director of Elevate Youth Solutions, Children First Foster Family Agency, Red Bluff, California

Improving Student Outcomes with Evidence-Based SEL

Learn how evidence-based SEL in every classroom improves students’ self-awareness and decision-making with measurable outcome improvements in both academics and behavior. A program called Positive Action will serve as a model for SEL instruction to create an environment where all students can thrive and reach their full potential, regardless of the barriers the students face. Participants will consider research that supports integrated SEL by demonstrating improved student and schoolwide outcomes.

J. Allen, Senior Trainer, Positive Action, Twin Falls, Idaho

Integrated and Systemic SEL: How to Ensure Success, Impact and Sustainability

An overarching goal of SEL is to integrate the SEL competencies into the daily fabric of the school. This presentation will provide examples of what an integrated and systemic approach looks like in a school environment. To ensure success, maximum impact and sustainability of any SEL efforts within a school, it is critical to create a structured approach within the school/district that promotes coordination, shares knowledge and builds capacity.

Patricia Heindel, Ph.D., Co-Director, Center for Human and Social Development, Saint Elizabeth University, Morristown, New Jersey

Elizabeth Warner, Co-Director, School Culture and Climate Initiative, Morristown, New Jersey

Keynote Address | Social and Emotional Learning, Schooling and the Future of Education

David Adams, Chief Executive Officer, The Urban Assembly, New York, New York

Since the creation of “common schools,” education has been deeply intertwined with the concept of self-governance. The idea of contributing to one’s community through the refinement of talent connects civics, employability and academics through the lens of social and emotional skill development. This keynote presentation will reflect on the promise of education to help future citizens to navigate the challenges of forming a more perfect union while highlighting the role social and emotional skills play in pursuing local and national community.

Leading Schoolwide Social and Emotional Learning

Are you leading or seeking to lead social and emotional learning (SEL) in a school community? We will illustrate how CASEL’s five core SEL competencies can come to life throughout the school environment and outline an implementation process. Guidance is field-tested and shaped by CASEL’s decade-long partnership with school districts nationwide. Participants will reflect on their current approach to SEL and consider which aspects of schoolwide SEL represent their best next steps.

Pamela Randall, Director for Practice, Collaborative for Academic, Social and Emotional Learning, Chicago, Illinois

Claire Schu, Manager of Implementation Support, Collaborative for Academic, Social and Emotional Learning, Chicago, Illinois

Maslow Before Bloom — Relationships Matter

Strong social connections strengthen our immune system, lower anxiety and depression, and even help us live longer. Additionally, people who feel connected are more empathetic, trusting and cooperative. If we want to increase the likelihood that our students will be successful, we have to “Maslow before we Bloom.” Establishing a sense of belonging and connection in the classroom creates an academically safe environment where students are more likely to participate, ask questions and engage in the lessons. This engaging and interactive session will provide participants with research, strategies and structures for building belonging and cultivating connections that they can use immediately in the classroom and the staff room.

Jessica Fuller, MTSS Coach, Corona Norco Unified School District, Norco, California

Darin Jones, MTSS Coach and TSA, Corona Norco Unified School District, Norco, California

Nothing About Us Without Us: What Students Want from Their Teachers

Being an effective teacher requires continuously developing our social awareness and relationship skills so that we can develop engaging and relevant learning experiences. Schools and classrooms; however, are rarely designed with input from students. In this session, teachers and other educators will grow their SEL by considering their classrooms from students’ perspectives. We will use true, teen-written stories about positive and negative experiences with teachers to draw conclusions about what students want from their education.

Tim Frederick, Senior Director of Education Programs, Youth Communication, New York, New York

Many schools address physical and mental well-being independently, despite similarities in instructional best practices and the mind-body connection. By unifying wellness and SEL efforts, educators can more efficiently and effectively address the physical, social and emotional needs of students, staff and the community. Participants will learn how CATCH Global Foundation is helping schools and organizations unsilo their wellness and SEL teams to achieve the best possible outcomes for students. Participants engage in activities and strategies for combining health education, physical activity and SEL and leave with an understanding of practices and resources that they can start using right away.

Abby Rose, Early Childhood Program Manager, CATCH Global Foundation, Chicago, Illinois

Margot Toppen, Vice President of Programs, CATCH Global Foundation, Austin, Texas

Positive Childhood Experiences: How Relationships Support Youth in Schools

How can we help our youth struggling with mental health concerns, substance misuse and exposure to traumatic events? This presentation will highlight Positive Childhood Experiences and link how building relationships with families and youth can support not only current wellness practices but also positively impact the mental and relational health of youth as they age into adulthood. Creation of a safe, supportive environment requires a deliberate focus on supportive relationships, policies and everyday practices.

Dana Milakovich, Mental Wellness and Trauma Specialist, Pennsylvania Department of Education, Harrisburg, Pennsylvania

The Power of Connection

This engaging and interactive presentation builds knowledge and teaches strategies to increase connectedness, an essential promotive factor in healthy adolescent growth and development and an important protective factor during times of increased stress. Participants will (1) understand research on the relationship between connectedness and adolescent growth and development and specific positive developmental and behavioral outcomes and (2) learn specific strategies for building connectedness with and among adolescents that are applicable across program interventions and implementation settings.

Nathaniel Hillard, Training and Program Replication Manager, National Network, Wyman Center, Inc., Eureka, Missouri

Bryan Capers, Director, Youth Leadership and Advocacy, Wyman Center, Inc., Washington, D.C.

SEL Education in Teacher Preparation Programs: How Do We Cultivate “SEL-Ready” New Teachers?

Since teachers are the engines that drive social and emotional learning (SEL) programs and practices in schools, there is a growing expectation that teacher preparation programs help teacher candidates develop their own SEL skills and provide formalized training in SEL implementation. This presentation will include research about SEL education in teacher preparation programs and offer perspectives from multiple teacher education programs on how to cultivate “SEL-ready” new teachers.

Angela Healow, SEL Specialist, Lane Education Service District, Eugene, Oregon

Deirdre Hon, Assistant Professor of Education, University of Portland, Portland, Oregon

Julia Mahfouz, Assistant Professor of Leadership for Educational Organizations, University of Colorado, Denver, Colorado

Adults who cultivate their own SEL practice have the emotional intelligence to lead students through their own growth in SEL and academic achievement. Research shows by cultivating our own SEL, job satisfaction improves, burnout lessens, and improved relationships with colleagues and students occur. In this interactive session, we will explore different activities using the CASEL competencies to help improve adult SEL and improve school climate in creating a space that supports all adults and students where they can feel heard and can thrive.

Erin Bruno, Director of Social Decision-Making and Instructor for the Academy of Social and Emotional Learning in Schools, Rutgers University, Piscataway, New Jersey

Skills Can Wait! First, We Need to Regulate

As many schools work toward building social and emotional learning awareness, skills and resources, it is important to acknowledge that many SEL competencies rely on deep levels of cognitive engagement. Many leading researchers in neuroscience, trauma and mental health have clearly illuminated that students’ physiological and emotional states can significantly limit their ability to engage in SEL skill building. We will explore ideas, theories and practices that are foundational before SEL skills can be taught.

Daniel Gallo, SEL Specialist, Lane Education Service District, Eugene, Oregon

Angela Healow, SEL Specialist, Lane Education Service District, Eugene, Oregon

Rick Robinson, Licensed Psychologist, Private Practice, Lake Oswego, Oregon,

Social and Emotional Learning to Foster Equity for Multilingual Learners

SEL is a critical component for multilingual learners’ (MLs) success. However, we cannot implement SEL without considering how to tailor SEL to the unique strengths and needs of MLs. In this interactive session you will explore concrete ways to embed social and emotional skills that support equity for MLs. You will learn a range of practical strategies for embedding SEL tailored for MLs at the school and classroom level.

Diane Staehr Fenner, Ph.D., President, SupportEd, Fairfax, Virginia

Mindi Teich, Multilingual Learner Coach, SupportEd, Fairfax, Virginia

So What, Now What: Transforming Educators SEL and Equity Awareness into Action

This workshop is intended to provide participants with social and emotional tools to engage in meaningful equity and race conversations at the school and district level. The workshop will support participants in building their equity-minded toolkit by leveraging equity pillars: general equity practices, academic equity, data practices, self-awareness, family and community engagement and disciplinary equity. As a result, all participants will have the agency to create conditions of bold change, transformation and educational justice.

LeTrecia Gloster, Assistant Superintendent of Schools, The School District of the City of York, York, Pennsylvania

Danielle Miles, District Supervisor of Educator Effectiveness and Equity, The School District of the City of York, York, Pennsylvania

Start with Self-Care: Introducing Social and Emotional Learning to High School Settings

Social and emotional skills are often called 21st-century skills: They prepare young adults to thrive socially, academically and professionally. Yet, finding the entry point for high school students is challenging for SEL proponents and practitioners. Fortunately, the skills high school students need for their well-being are the same skills adults need. In this workshop, we will assess our own well-being related to sleep, eating and exercise; identify self-care practices; and brainstorm how we can engage high school students.

Lucas Anderson, Associate Product Manager, Committee for Children, Seattle, Washington

Eva Chen, Research Assistant, Committee for Children, Seattle, Washington

Laura Craniey, Senior Instructional Designer, Committee for Children, Seattle, Washington

Regina Monestime, Instructional Designer, Committee for Children, Seattle, Washington

Students Taking Action Together: Fostering Social Awareness for Democratic Change

Participants will learn how the five Students Taking Action Together (STAT) strategies foster social awareness crucial to taking collective action for democratic change. Norms, Yes-No-Maybe, Respectful Debate, Audience Focused Communication, and PLAN problem solving and social action framework scaffold the emotional intelligence and academic skills to develop social awareness in the classroom. Further, this session illustrates how each STAT strategy allows students to intentionally practice the SEL skills and academic standards required to take informed collective action.

Laura Bond, Interim Curriculum and Professional Development Supervisor, Social and Emotional Character Development Lab at Rutgers University, Piscataway, New Jersey

Lauren Fullmer, Instructor, Academy for Social-Emotional Learning in Schools, Saint Elizabeth University, Morristown, New Jersey

Taking Your SEL Program from Good to Great

Does your school or district have an SEL program that is not being fully implemented? Do you want to do a better job engaging families, involving teachers and school leaders, and connecting with out-of-school time providers around your SEL efforts? Please join us for an interactive discussion about what holistic SEL can look like, what obstacles schools commonly face when implementing SEL, and how to take your SEL program from good to great.

Kate Tovias, Education Partnerships Regional Manager, Committee for Children, Seattle, Washington

Amy Walker, Director of Strategic Partnerships, Committee for Children, Seattle, Washington

Trauma-Sensitive Language

This interactive workshop focuses on high-stakes and high-intensity situations. We will begin with a brief review of brain states and how they affect behavior. We will discuss how language, both verbal and non-verbal, impacts relationships. We will focus on different, common situations (both family and workplaces). These will include ideas for dealing with routine and high-intensity experiences. Techniques for defusing difficult situations will be covered. Small group interactions will bring concepts to life.

Taylor Crum, Victim Assistance Coordinator, Commonwealth of Pennsylvania, Harrisburg, Pennsylvania

Gigi Kilroe, Author and Speaker, Williamsport, Pennsylvania

Ellen Smith, Resilient Brains, LLC, Mechanicsburg, Pennsylvania

Understanding Unearned Advantage and Its Impact

The Merriam-Webster dictionary defines privilege as, “a right or immunity granted as a peculiar benefit, advantage or favor.” From a social justice standpoint, the term privilege refers to unearned advantages and benefits that individuals receive because of social groups of which they are perceived to be a part. Because the concept of privilege is often misunderstood, it can elicit strong reactions and challenging conversions. Yet, those conversations are crucial if we want to make progress and dismantle the systems in place that open up doors and opportunities for some and close doors for others. In the words of James Baldwin, “Not everything that is faced can be changed, but nothing can be changed until it is faced.” Participants in this workshop will explore why it is important to begin an internal examination of our own identities and unearned advantages, thus providing an opportunity to move closer to educational equity.

Michelle Gwinn Nutter, Education and Outreach Program Manager, Pennsylvania Office of Attorney General, Harrisburg, Pennsylvania

Amy Moritz, Learning and Development Strategist, Moritz Consulting, New Cumberland, Pennsylvania

Using Digital Tools to Support Middle and High School Social and Emotional Learning

Technology is part of life at school, home and elsewhere. Although skeptics attest to its negative impacts on social and emotional development, high-quality digital resources can help students build the full gamut of CASEL-aligned SEL competencies. Focusing primarily on self-management, we will explore tools that spur reflection, self-directed learning and meaningful class discussions. Additionally, participants will learn how technology can help educators identify needs, track learning and make data-informed decisions.

Marion Goldstein, Director of Strategic Partnerships, Vivensity, Palo Alto, California

Preeti Shrikhande, Founder and CEO, Vivensity, Palo Alto, California

Using SEL Assessment Data to Guide Tier I Instruction

This workshop will describe how educators can use strengths-based SEL assessment data to make decisions about differentiating Tier I instruction across five SEL competencies: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Participants will learn to (1) describe three specific approaches to differentiate Tier I instruction in response to SEL assessment findings and (2) use SEL assessment results to plan specific actions to build on students’ strengths and address students’ needs.

Clark McKown, Ph.D., Founder and President, xSEL Labs, Evanston, Illinois

Youth Voice, Empowerment and Agency: How SEL Prepares All Students for School, College, Career and Life Success

To turn on the learner’s on switch, we must activate youth voice and empowerment. For this to happen, we need to promote students’ sense of purpose as envisioned by Martin Luther King, Jr., “Everyone can be great because everyone can serve.” Learn how SEL, infused into history, civics, the arts and school culture and climate can transform student motivation and behavior for even the most behaviorally troubled students and chart a course for greater school engagement. Evidence-based SEL interventions are at best a necessary but not sufficient condition for building students’ generalizable SEL skills.

Maurice J. Elias, Ph.D., Director, Social-Emotional and Character Development Lab, Rutgers University, Piscataway, New Jersey