Equitable and Inclusive Approaches to Social-Emotional Learning
Recognize and avoid common pitfalls when applying SEL strategies through an equity-focused lens.
Full Course Description
Enhance your social-emotional learning (SEL) practices with our Equitable and Inclusive Approaches to SEL Online Course. This 1-hour course equips leaders, counselors, and educators with strategies to implement SEL effectively while addressing equity. Explore potential pitfalls, learn culturally responsive practices, and integrate equity into SEL using five key strategies. By the end, you’ll deliver inclusive SEL programs that support every student. Enroll today to align SEL with equity and create transformative educational experiences.
This course will take approximately 1 hour to complete.
This course satisfies these child care training requirements:
School's Out Washington Quality Improvement Standards
- 1. Being welcomed into safe spaces that center their own cultures and communities
- 2. Having positive, meaningful relationships with program staff and youth
- 4. Engaging in learning opportunities that build academic, life, and career skills
- 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
- 6. Identifying their own strengths and recognizing areas for growth
- 8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served
Department of Children, Youth & Families: Child Care Provider Training Requirements
- 1. Child/adolescent growth and development
- 2. Learning environment and curriculum
- 5. Safety and wellness
- 6. Interactions with children/youth
- 8. Professional development and leadership
- 9. Cultural competency and responsiveness
Early Care and Education Knowledge Base
- 1. Child Development
- 4. Teaching and engagement
- 5. Curriculum and learning environment
- 6. Professionalism
Guiding Principles for Quality OST Programs
- 1. Safe & Supportive Environment
- 4. Positive & Empowering Relationships
- 5. Youth Voice & Leadership
- 6. Healthy Choices & Behaviors
- 9. Quality Staff
- 11. Collaborative Relationships
Childcare Program: Continuing Education
- 1. Child development
- 3. Caring for children with exceptionalities
- 7. Behavior guidance
- 12. Child abuse and neglect
Child Care Training Regulations
- 1. Child Development
- 4. Positive behavior management
- 5. Curriculum development policies and responsibilities
- 6. Supervision of children
- 21. Providing developmentally appropriate activities and experiences for children
- 22. Inclusion of children with special needs
Guidelines for Afterschool, Summer, and Youth Development Programs
- 1. Relationships
- 3. Programming and Activities
- 4. Youth Leadership and Engagement
- 6. Cultural Competency, Responsiveness, and Inclusion
- 7. Assessment, Planning, and Program Improvement
- 8. Staff and Professional Development
ECE Competencies
- 1. Child Development and Learning
- 2. Culture, Diversity and Equity
- 3. Relationships, Interactions, and Guidance
- 7. Special Needs and Inclusion
- 8. Learning Environments and Curriculum
Quality Standards for Expanded Learning
- 1. Safe and Supportive Environment
- 3. Skill Building
- 4. Youth Voice and Leadership
- 5. Healthy Choices and Behaviors
- 6. Diversity, Access and Equity
- 10. Continuous Quality Improvement
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
- 1. Child development and learning
- 5. Teaching and learning
- 7. Interactions and guidance
MOST (Michigan Out-of-School Time) Standards of Quality
- 1. Health, Safety
- 2. Human Relationships
- 5. Program Activities
Teachers of Early Childhood Education Subject Matter Standards
- 1. Child Development and Learning
- 5. Historical and contemporary development of early childhood education
Ignite Afterschool
- 1. Intentional Program Design
- 2. Supportive Relationships and Environments
- 3. Youth Voice and Leadership
Early Care & Education Professional Development Content Areas
- 1. Child Development and Learning in Context
- 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
- 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
- 8. Professional Development and Leadership
Program Content
- 2. Interpersonal Relations
Afterschool Program Standards
- Program Content
Early Care and Education Professional Competency Goals for Staff
- 1. Child development, including discipline, guidance, nutrition, injury control and safety
- 4. Business related topics, including parental communication, recordkeeping, etc.
Afterschool & Youth Development Standards
- 1. Programming & Youth Development
- 3. Environment & Climate
- 4. Relationships
- 5. Health & Well Being
- 6. Staffing & Professional Development
- 7. Organizational Practices
Early Care and Education Professional Competency Goals for Directors
- b. Business management
- c. Communication
- f. Advocacy for the Center, Parents, children and Staff
Core Competencies for Early Childhood Practitioners
- 1. Child growth and development
- 5. Learning environments and curriculum
- 6. Interactions with children
- 7. Program planning, development and evaluation
- 8. Professionalism and leadership
Afterschool Network Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 4. Promotion of Varied Youth Engagement
All Staff Annual Training
- 1. Child growth and development
- 2. Social and Emotional Development
- 3. Child Guidance
- 6. Professional Development
Director Annual Training
- 1. Curriculum
- 4. Child Guidance
- 5. Professional Development
Afterschool Alliance Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 3. Alignment with School Day
- 4. Promotion of Varied Youth Engagement
- 6. Promotion of Safety, Health and Wellness
- 7. Sustained Student Attendance and Access
Early Learning Staff Professional Development Areas
- All Staff Annual Training
- Director Annual Training
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
- 1. Child growth and development
- 3. Guidance and behavior management
- 10. Cultural diversity
- 11. Learning environments
- 12. Age-appropriate activities and planning
- 13. Professionalism
- 15. Inclusion of all children
Early Childhood Education and Care Department
- 1. Child growth, development, and learning
- 4. Developmentally appropriate content
- 5. Learning environment and curriculum implementation
- 6. Assessment of children and programs
- 7. Professionalism
Out-of-School Time (NMOST) Guiding Principles
- 1. Environmental Safety
- 3. Relationships
- 7. Administration and Organizational Development
- 8. Staffing and Professional Development
Department of Early Learning and Care: Training
- 1. Diversity
- 5. Learning Environments and Curriculum
- 7. Personal, Professional & Leadership Development
- 8. Program Management
OST Quality Guidelines
- 1. Diverstiy, Equity, and Inclusion
- 3. Human Relationships
- 5. Staff Qualifications and Training
- 6. Youth Development and Engagement
Competencies for Early Childhood Educators and Administrators
- 2. Child observation and assessment
- 6. Professional development and leadership
- 8. Teaching practices
Academic Standards: Essential Skills
- 2. Personal Skills
- 3. Civic/Interpersonal Skills
Early Learning and Development Standards
- 1. Early Childhood Education and Child Development
After School Network
- 1. Relationships — Interactions and Engagement
- 3. Environment
- 4. Activities and Programming
- 6. Staffing/Professional Development
Afterschool Network Quality Standards
- 1. Environment
- 2. Relationships
- 4. Programming
Early Childhood Professional Learning Categories
- 1. Learning Communities
- 2. Leadership
- 5. Learning Designs
- 6. Implementation
Network for Youth Success Quality Self-Assessment (QSA) Tool
- 1. Environment & Climate
- 3. Relationships
- 4. Staffing & Professional Development
- 5. Programming & Activities
- 7. Youth Participation & Engagement to Care
NYC DYCD Core Competencies for Youth Work Professionals
- 1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
- 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
- 4. Ability to foster academic and non-academic skills and broaden participant horizons.
School Age Child Care
- 1. Principles of Childhood Development
- 3. Child Day Care Program Development
- 10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency
Afterschool Network Quality Standards
- 1. Foster positive relationships between program participants and staff
- 2. Offer a blend of academic and developmental skill-building activities
- 4. Promote high levels of student engagement
- 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
Early Childhood: Child Care Center Training Topics
- 7. Principles of child growth and development, including brain development
- 8. Prevention of shaken baby syndrome and abusive head trauma, and coping with crying babies
Afterschool Network
- 1. Guidance toward healthy relationships
- 5. Curriculum and activities
- 6. Learning environment
- 7. Program planning and evaluation
Child Care Training & Education
- Standard 1: Learning Environment/Developmentally Appropriate Practice
After School Program Quality Standards and Indicators
- 1. Health, Safety and the Environment
- 2. Relationships
- 3. Programming and Activities
- 4. Staffing and Professional Development
Early Learning and Development Standards
- 2. Social and Emotional Development
- 5. Cognitive Development
Afterschool Standards
- 1. Human Relationships
- 3. Programming and Activities
Core Knowledge and Competencies
- 4. Learning Environment and Curriculum
Building Blocks for Out-of-School Time Quality
- 1. Intentional Program Design
- 2. Supportive Relationships & Environments
- 3. Youth Voice, Leadership, and Engagement
- 4. Responsiveness to Culture & Identity
- 5. Community, School and Family Engagement
- 7. Ongoing Staff Support and Volunteer Development
- 8. Youth Safety and Wellness
Early Learning eGuidelines Competencies
- 1. Introduction to Inclusive Child Care
- 4. Preparing for and Including Young Children in the Child Care Setting
- 5. Community Services for Young Children with Disabilities (including Early Intervention services)
- a. Introduction to Inclusive Child Care
- d. Preparing for and Including Young Children in the Child Care Setting
- e. Community Services for Young Children with Disabilities (including Early Intervention services)
Program Quality Practices
- 1. Physical Environment, Curriculum, and Program Activities
- 2. Assessment, Planning, and Improvement
- 3. Relationships
- 4. Child and Youth Engagement
- 6. Safety, Health, and Wellness
- 8. Professional Development
Afterschool Alliance's Quality Standards
- 1. Planning a safe, healthy learning environment
- 2. Steps to advance children’s physical and intellectual development
- 3. Positive ways to support children’s social and emotional development
Child Care Centers Professional Growth and Development Training Requirements
- 1. Planning a safe, healthy learning environment (includes nutrition)
- 2. Steps to advance children’s physical and intellectual development
- 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
Child Growth and Development
- 1. Programming and Curriculum
- 2. Interpersonal Relationships
- 4. Program Environment
- 6. Social/emotional development
- 7. Challenging behaviors
Family/Community Relations
- 3. Transitioning
- 4. Cultural diversity/awareness
Career Development
- 4. Using child care tools
- 6. Strategic leadership and planning
Child Growth and Development
- 1. Programming and Curriculum
- 2. Interpersonal Relationships
- 4. Program Environment
- 6. Social/emotional development
- 7. Challenging behaviors
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
- Career Development
- Child Growth and Development
- Family/Community Relations
Quality Guidelines for Ohio's Afterschool Programs
- Child Growth and Development
Quality Afterschool Guidelines
- 1. Quality Environments
- 2. Supporting Children and Youth
- 4. Safe Environments
- 6. Quality Staff
Hawaii OST Quality Guidelines
- 2a. Youth Learning and Development
- 2b. Staff Professional Development and Leadership
Virginia Partnership for Out-of-School Time Quality Standards
- 1. Relationships, Culture & Diversity
- 2. Staffing, Volunteers & Professional Development
- 5. Active & Engaged Learning
- 8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
- 10. Inclusion of All Children
- 13. Foundations of Child Development and Approaches to Learning
Standards for Quality Afterschool Programs
- 1. Safe and Appropriate Program Environments and Facilities
- 2. Ongoing Training and Staff Development
- 4. Positive Youth Development
Workforce Knowledge and Competencies
- 2. Alignment with CDELS
- 2. Learning Environment and Curriculum (LEC)
- 3. Positive Interactions (PI)
- 7. Professionalism and Leadership (PL)
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
- 2. Behavioral guidance practices
Core Competencies for Early Childhood Professionals
- 1. Safe Environments
- 2. Healthy Environments
- 3. Learning Environments
- 8. Self-Esteem
- 9. Social Development
- 10. Guidance
- 13. Professionalism
Goals for Program Management and Delivery
- 1. Safe, Healthy, and Orderly Environment
- 2. Qualified and Diverse Staff
- 3. Opportunities to Learn in Diverse Environments
Goals for Program Connections
- 4. Positive Participant and Staff Interactions
Goals for Program Participants
- 7. Greater Personal Responsibility
- 8. Improved Academics Achievement
- 9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
- a. Planning a safe, healthy learning environment
- b. Steps to advance children's physical and intellectual development
- c. Positive ways to support children's social and emotional development
- i. Learning activities that promote inclusion of children with special needs
North Carolina Center for Afterschool Programs (NCCAP)
- Goals for Program Connections
- Goals for Program Management and Delivery
- Goals for Program Participants
Core Knowledge and Competencies for Early Childhood Professionals
- 2. Child and youth development
West Virginia Afterschool Program Quality Standards
- 2. Diversity, Equity and Inclusion
- 5. Indoor and Outdoor Environments
- 6. Intentional Relationships
- 8. Activities
The National Association for the Education of Young Children (NAEYC) Training
- 2. Child growth and development
- 5. Guidance and discipline techniques
Early Childhood - Continuing Education
- 2. Child Guidance
- 3. Child Abuse Prevention
- 6. Learning Activities
Afterschool Program Quality Institute
- 2. Relationships and Connections
- 3. Programming
- 4. Youth Participation and Engagement
Child Care Core of Knowledge
- 2. Curriculum
Out-of-School Time Program Quality Standards
- Administrative Quality Standards
- Program Quality Standards
Program Quality Standards
- I. Youth Program Climate
Administrative Quality Standards
- I. Youth Program Design and Accountability
- III. Health, Safety and Program Space
- IV. Youth Program Staffing and Professional Development
Early Childhood Educator Requirements: Birth to Second Grade
- 2. Developmental curriculum planning/ environment and curriculum
- 4. Positive behavior management/social-emotional development
Department of Early Education & Care Standards
- 2. Planning Programs and Environments for Young Children
- 4. Child and Classroom Management
- 10. Supervision or Staff Development in Early Childhood Education
- a. Diverse Learners
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
- 2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
- Standard 1: Child Development and Learning in Context
- Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standards for Quality Afterschool Programs
- 2. Program Management and Staff
- 3. Communication and Interaction
- 4. Program Structure and Activities
- 6. Program Environment
Department of Children and Families (Annual In-Service Training)
- 7. Behavior management
- 16. Guidance and discipline
- 19. Age-appropriate lesson planning
- 22. Developing special interest centers/spaces and environments
Afterschool Program Quality Guidelines
- 2. Programming
Afterschool Quality Standards
- 2. Staff and Youth Relationships
- 3. Youth Participation, Learning, and Engagement
- 5. Programming and Alignment with Regular School Day Learning
- 7. Staffing and Professional Development
Quality Standards for OST Programs
- 2: Relationships and Interactions
- 3: Youth-Centered Program Design
Afterschool & Out-of-School Time Professional Network
- 3. Human Relationships
- 5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
- i. Child growth and development
- ii. Positive guidance and discipline
- v. Program planning and development
- vi. Creating a classroom environment
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
- 3. Programming and Activities
- 4. Diversity and Inclusion in Programming
- 6. Relationships and Interactions
- 7. School Linkages
Early Childhood Education: Professional Development Areas
- Annual Training (1) Child growth and development
- Annual Training (2) Guidance and discipline
- Annual Training (3) Age-appropriate curriculum
- Annual Training (4) Teacher-child interaction
- Pre-Service 1. Developmental stages of children
- Pre-Service 2. Age-appropriate activities for children
- Pre-Service 3. Positive guidance and discipline of children
- Pre-Service 4. Fostering children’s self-esteem
- Pre-Service 5. Supervision and safety practices in the care of children
- Pre-Service 6. Positive interaction with children
Statewide Afterschool Quality Standards
- 4. Professional Development and Qualifications
- 6. Youth Development, Programming, and Activities
B-3 Continuum
- 5. Joint Professional Development
National Afterschool Association Competencies
- 6. Cultural Competency and Responsiveness
Department of Education: Standards for Professional Development
- a. Child development and learning
- g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
- h. Culturally and linguistically responsive pedagogy
Quality Standards for Nevada OST Programs
- a. Youth Development & Social Emotional Learning
- c. Program Management & Professional Development
- d. Program Structure, Curriculum & Activities
Quality Standards for Out-of-School Time Programs
- A. Safe and Healthy Environments
- B. Positive Relationships
- C. Intentional Programming and Activities
- D. Equity and Inclusion
Division of Early Care and Education: Staff Development
- i. Child growth and development
- k. Guiding children’s behavior
Early Childhood Professional Development Framework
- Standard I: Designs/Plans Instruction
- Standard II: Creates/Maintains Environments
- Standard V: Reflects/Evaluates Teaching/Learning
- Standard VI: Collaborates with Colleagues/Families/Others
- Standard VII: Engages in Professional Development
Course Content
