A publication of the Association of California School Administrators

Reimagining education

Incorporating social-emotional learning can help future adults navigate a complex world

By Oyame KenZoe Brian J. Selassie and Crystal Leach | May | June 2025

The evolving recognition of diverse identities and nuanced cultural experiences demands a more holistic approach to learning. While cognitive skills remain critical, fostering emotional intelligence, intuitive understanding and interpersonal skills is essential for equipping students to navigate the complexities of the modern world and excel as thoughtful, innovative leaders. In today’s interconnected global society, academic knowledge, when detached from practical application, wisdom and compassion, represents a limited and potentially detrimental form of education.

In an era where adaptability and interpersonal skills are prized, socio-emotional learning (SEL) equips students with the tools to excel in the workforce. Critical thinking, problem-solving, creativity and collaboration are not just desirable traits but essential competencies for navigating complex professional landscapes. By embedding these skills into education, Sequoia Union High School District prepares students to thrive in diverse environments and contribute meaningfully to their fields.

Integrating emotional intelligence and SEL at SUHSD The Sequoia Union High School District has embraced the challenge of the evolution of education by incorporating emotional intelligence, intuitive understanding and interpersonal skill development within the framework of social-emotional learning (SEL). These competencies are no longer peripheral, but we intend for them to become woven into our educational approach.

Initially integrated into health classes, SEL practices at SUHSD have great potential for being expanded across the curriculum. To date, our efforts have resulted in an SEL pilot program and a Wayfinder curriculum for counselors and participants in the SEL pilot program as a support for its viability. This intentional shift involves comprehensive strategies to train administrators and educators to effectively balance SEL with traditional cognitive development teaching and instruction models. As SUHSD broadens its consensus-building efforts related to SEL, we will strive to gain greater teacher, parent and community buy-in around the following concepts:

1. Prioritizing experiential learning: Moving from traditional teacher-centered instruction to student-centered approaches that emphasize hands-on learning, project-based activities and real-world applications.

2. Integrating SEL across disciplines: Embedding SEL into all subject areas — including arts, physical education, mathematics and science — through mindfulness exercises, collaborative projects and community service initiatives.

3. Fostering a supportive environment: Cultivating classrooms where students feel safe, respected and valued for their unique perspectives. This involves promoting open communication, addressing biases and nurturing a culture of empathy and understanding.

4. Building 21st-century skills: Equipping students with critical thinking, problem-solving, creativity, collaboration and communication skills essential for success in the modern workforce.

This comprehensive approach will ensure that students are not only academically proficient, but also emotionally intelligent, socially responsible, adept to engaging in intrapersonal communication and varying styles of human communication, and prepared to tackle the challenges of a dynamic, interconnected world.

Emotional intelligence: A cornerstone of leadership Emotional intelligence is a critical attribute extending beyond the classroom and into professional and personal spheres. Effective leaders will possess self-awareness, empathy and strong social skills, enabling them to manage their emotions, build relationships, navigate conflicts constructively and inspire those around them.

At Sequoia Union High School District, the leadership team — including the superintendent and executive director of People, Culture, and Collaboration — recognize the importance of emotional intelligence in creating inclusive and harmonious work environments. Individuals who struggle with emotional regulation often face challenges in workplace dynamics, leading to conflict and decreased productivity. We realize that the same socio-emotional defi-cits students face in their educational journey, when left unaddressed and unresolved, remain the same socio-emotional deficits they face as adults in the workplace. To make matters worse, they could become leaders who lack socio-emotional intelligence marked by toxic traits such as workplace bullying, managing through fear and intimidation, alongside other harmful traits that their employees and colleagues must endure. We have a duty to disrupt socio-emotional deficits by equipping students (and working adults) with socio-emotional learning and other constructive transformative experiences.

By instilling emotional intelligence in students, SUHSD aims to cultivate a generation of leaders who can positively influence society and foster collaborative, interconnected communities. It’s important to us that our students learn these important lessons about working productively and cooperatively with colleagues now, and not later in life, when it could negatively impact their career and personal life. We want to nurture emotional intelligence now so that our students enter the workforce prepared to have productive, collaborative relationships with their colleagues and peers.

Advancing equity through education Achieving true equity in education involves more than equal access to resources; it requires creating inclusive, respectful and responsive learning environments that address the diverse needs and experiences of all students. Teachers and administrators play a pivotal role in shaping such environments. By modeling empathy, compassion and respect, they empower students to feel valued and capable, fostering a sense of belonging. SEL has emerged as a transformative tool for addressing equity and inclusivity in education. Numerous articles focused on tracking trends in youth mental health are accounting for increases in occurrences where students express feelings of sadness or hopelessness. SEL equips students with the tools to navigate these challenges, fostering resilience, reducing mental health stigma and promoting lifelong well-being.

Transformative SEL: Embedding equity and social justice The Collaborative for Academic, Social, and Emotional Learning defines SEL as a process through which individuals develop the knowledge, skills and attitudes to manage emotions, achieve goals and establish meaningful relationships. Transformative SEL (T-SEL) takes this framework further by embedding equity and social justice into SEL practices.

T-SEL focuses on identity, agency, belonging and empowerment, challenging systemic inequities and promoting civic engagement. By fostering critical examination of inequitable systems, T-SEL empowers marginalized groups and ensures that all students feel affirmed and included. This approach emphasizes co-learning, collaborative problem-solving and building respectful relationships, enabling students to become change-makers in their communities.

As SUHSD navigates the terrain of expanding the use of SEL, T-SEL provides even greater insights as to the meaningfulness of this framework becoming integrated into classes such as ethnic studies that already informally engage many of the T-SEL core elements. Recognizing that many of our teacher change-makers are already engaging in SEL/T-SEL core elements makes it easier to move in this direction, provide support and resources, and champion the benefits of this as part of students’ learning experience. In addition, the use of partnerships with higher education institutions is also advancing our understanding and integration of SEL/T-SEL. Sequoia Union High School District’s Multi-Tiered Systems of Support Team partners with a variety of departments and schools within Stanford University, including: The Department of Psychiatry and Behavioral Sciences’ Center for Youth Mental Health and Wellbeing and the John W. Gardner Center for Youth and their Communities. Past collaborations have focused on a variety of projects, including the Youth Action Research (YAR) Internship.

The purpose of the YAR Internship is to provide high school students with the opportunity to engage in research on student experiences in middle and high school. High school interns conduct interviews with other high school students and develop findings, which are presented to Sequoia Union High School District. SUHSD then uses the information to improve programming and services.

In an era where adaptability and interpersonal skills are prized, socio-emotional learning (SEL) equips students with the tools to excel in the workforce.

SUHSD’s social emotional learning framework SUHSD’s efforts to understand and integrate its SEL framework will be grounded in CASEL’s five core competencies: self-management, self-awareness, social awareness, relationship skills and responsible decision-making. These competencies are complemented by T-SEL’s focus on curiosity, collaborative problem-solving and identity development. Together, they form a comprehensive framework that will prioritize the unique humanity, identities and experiences of each student. Naturally, with greater input from stakeholder dialogue as well as insights from research that could delve into new conceptualizations and engagements of SEL/T-SEL, the frameworks will evolve into competencies we have yet to imagine but are excited for as potential new opportunities for students to have truly dynamic educational experiences that prepare them for the global workforce.

In response to California’s Senate Bill 224 — which mandates mental health instruction in schools — SUHSD revised its health curricula to include comprehensive mental health education. This initiative equips students with the knowledge and skills to recognize mental health challenges, build resilience and access support services. By involving educators and mental health professionals, SUHSD continues to deepen its capacity for delivering transformative SEL practices.

While various classes and student programs throughout SUHSD address goal setting; self regulation; mental health awareness; digital citizenship; media literacy; cultural understanding and awareness; substance use prevention; and college and career readiness, the formal structure and professional development requires more of our commitment. Inasmuch as we want to promote SEL/T-SEL for our students, we are also recognizing the value of integrating it into our practice as educational leaders through what we frame as leadership accountability, driven by our executive director of People, Culture, and Collaboration.

This inclusive approach ensures that all students, including those from historically marginalized backgrounds, have access to rigorous and equitable education. By integrating SEL/T-SEL, SUHSD can more readily remove — and possibly dismantle — systemic barriers, fostering a sense of belonging and capability for every student and employee.

The role of educators in modeling emotional intelligence As SUHSD examines the scope of SEL/T-SEL, it recognizes the critical role of educators in modeling emotional intelligence and interpersonal skills. Teachers are not just knowledge providers; they are mentors who shape students’ understanding of empathy, respect and collaboration. By demonstrating these qualities, educators prepare students for the interpersonal dynamics of adulthood and the workforce.

Supporting educators with professional development and resources is a priority for SUHSD. By empowering teachers to integrate SEL into their instruction, the district ensures that students experience the benefits of a holistic education that prepares them for both personal and professional success. To this end, through the Office of the Superintendent, the executive director of People, Culture, and Collaboration provides SEL/T-SEL elements through the delivery of services such as thought partnering and ideation, facilitated dialogues, confidential professional coaching sessions and workshops/trainings.

Conclusion: Education as a catalyst for change The Sequoia Union High School District’s integration of social-emotional learning (SEL) and transformative SEL (T-SEL) signifies its value and support of a paradigm shift in education that evolves beyond traditional academic metrics to cultivate the whole student. This holistic approach prioritizes emotional intelligence, interpersonal skills and ethical understanding, equipping students to thrive in a complex, interconnected world. By embedding SEL throughout the curriculum, from mindfulness in mathematics to collaborative problem-solving in science, SUHSD fosters empathy, resilience and a sense of social responsibility. This commitment extends beyond student development, as SUHSD invests in educators through professional development, coaching and other resources that ensure they can model and impart these crucial skills.

The district’s dedication to SEL and T-SEL reflects a belief in education’s transformative power to shape not just skilled professionals, but also thoughtful, ethical leaders. By nurturing emotional intelligence, interpersonal skills and a sense of belonging, SUHSD prepares students to navigate the 21st century with confidence and compassion as expressions of intelligence concurrent with traditional notions of intelligence. This endeavor reimagines education as a catalyst for positive change, inspiring other institutions to join in this pursuit of developing well-rounded individuals who contribute meaningfully to their communities and beyond. SUHSD’s efforts underscore that true success encompasses character, empathy and collaboration, alongside academic achievement, ultimately aiming to unlock the potential of every student to make a lasting impact.

Oyame KenZoe Brian J. Selassie, Ph.D., is executive director of People, Culture, and Collaboration and Crystal Leach is the superintendent at Sequoia Union High School District.