Course Information

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Social-Emotional Learning
October 23, 2018 - December 31, 2285
The term “social-emotional learning” refers to the process by which children acquire emotional regulation, feel and show empathy toward others, and learn to establish and maintain positive relationships with others. Through this course, learn to bring greater self-awareness to your interactions with students, and practice intentional responses to situations that occur throughout the school day. Self-monitor and increase the amount of purposeful activity that takes place in your classroom.
Social-Emotional Learning

Social Emotional 480x270

Professional development
  • Self-paced, asynchronous, start any time
  • 10 hours of learning, includes full lifetime access to course discussions and materials
  • Certified badge (micro-credential) awarded upon successful completion of final project
Competencies addressed

As a result of completing the assigned readings, viewing the video segments, and engaging in the related discussion and activities, you will be able to:

  • Form and maintain collaborative relationships with students.
  • Integrate and use social–emotional teaching strategies in the classroom.
  • Demonstrate increased self-awareness and intentionality in your interactions with students.
  • Monitor your behavior to ensure that your classroom activities are purposeful and reflect your goals for students.
Standard Met

Meets National Board Standards for Professional Teaching


• Proposition I. Teachers are committed to students and their learning. 

o Teachers know that ongoing achievement depends on their conviction in the value and dignity of all human beings as well as the potential that exists within each child.”

o Accomplished teachers gain knowledge about their students by studying them carefully and seeking additional information from various sources. They learn from experience by listening to students, watching them interact with peers, observing them work in different contexts, reading their thoughts and reflections, and otherwise examining their actions and behavior in the learning environment.

o By engaging students on a social, emotional, intellectual, and physical basis, accomplished teachers enhance learning at every age and developmental level.

• Conclusion

o Teachers . . . demonstrate, through standards-based evidence, the positive impact they have on student learning as a result of their deep and abiding understanding of students, content knowledge, pedagogical practice, ongoing reflection, and participation in learning communities.

  • Any K–12 teacher can take this course (no prior knowledge or actual classroom experience is required).
  • Access to Internet on mobile device or computer. No purchase of additional materials needed.
  • Review and engagement of all content material included in the course, in the sequence presented.
  • Successful completion of final project.
Content and format
  • 4 research-based modules, each taking roughly 90 minutes to complete:
    Components of Social–Emotional Learning
    Classroom Implementation of Social–Emotional Learning
    Models of Social–Emotional Learning
    Social–Emotional Competencies for Teachers
  • Associated activities to test your knowledge of each module
  • Final project: Using a choice of formats, integrate the important components of social–emotional learning into a comprehensive summary that can inform your use of the strategies embedded in them. Include a statement of your philosophy of social–emotional learning, basic beliefs, and approach, and how you will integrate social–emotional learning into classroom activities.
About the author

Dr. Susan Craig is the author of several books, including Reaching and Teaching Children Who Hurt and Trauma-Sensitive Schools. Her teaching experience, as well as years of on-site training and technical assistance to school districts throughout the country, provides the context for her advocacy for trauma-sensitive educational reform.