Social Emotional Learning (SEL) is the process through which individuals acquire and apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

A student-centered approach that physically orients students to interact with peers & adults in a circular format. Groups can vary between small and whole class circles. Roles and responsibilities are established to ensure purpose, student role and teacher role, and student participation. Students are active listeners and participants in this activity. One key point to consider is student agency as students explore their role within the greater community. That means sometimes a student can decline to participate if they feel the conditions are not inclusive.

• Students will voice more regularly how they are feeling, whether about an activity, showing up to school, or how they are doing in the moment of the circle.
• Students who regularly speak up might find this experience different since there is an intent to engage more voices. 
• Students who typically don’t share might see success in small circles and or build confidence to share with the whole group.
• A teacher might observe common themes around students’ engagement and wellness.

• How might regular use of a student circle promote student wellness and socioemotional learning? 
• How might a circle present opportunities for student agency? What small role might we give a student to explore? Is it helping with timekeeping? Is it passing a student talking piece/microphone? 
• How might students share their knowledge in other content areas in a circular format?