Social Emotional Learning

Explore our intentional programming to provide social emotional learning.

Social-emotional learning (SEL) is a critical aspect of holistic education for 2e students. It is, recognizing the interconnectedness of social, intellectual, and emotional development. We attend to students' social needs, fostering a supportive and inclusive environment where collaboration and empathy thrive. Through our individualized programming we meet students’ intellectual needs, providing stimulating and enriching experiences that promote critical thinking, creativity, and academic growth. We also focus on meeting students' emotional needs by offering resources and guidance to help them develop resilience, self-awareness, and empower students to navigate life's challenges with confidence.

360 Thinking
Interoception Curriculum
Sensory Room

360 Thinking

Kristen Jacobsen & Sarah Ward

An Executive Function Model and Program that emphasizes situational awareness for achievable goals, using the Get Ready * Do * Done Model. It emphasizes the importance of setting reasonable and achievable goals by developing situational awareness skills, also known as situational intelligence. This involves understanding the context of tasks through four key aspects: space, time, objects, and people. By mastering these skills, individuals can prioritize effectively and tackle goals more efficiently. Through practice and reflection, students refine their planning skills and develop strategies for future tasks, ultimately fostering greater self-regulation and success.

Interoception Curriculum

Kelly Mahler

A program that empowers individuals through evidence-based methods, fostering self-discovery, interoception, and well-being for enriched self-regulation and social connection. Interoception refers to the ability to sense and perceive the internal physiological signals and states of one's own body. Interoception plays a crucial role in maintaining homeostasis and is integral to emotional regulation, self-awareness, and decision-making. Dysfunction in interoceptive processing has been linked to various mental health disorders, emphasizing its significance in the intricate interplay between mind and body.

Meeting students' needs

Sensory Room

2e students often perceive their surroundings with heightened intensity and these heightened experiences are referred to as overexcitabilities. We support our students during these moments by providing access to our sensory room. By offering diverse environments, we help students better manage their emotions and feel comfortable expressing thoughts and feelings that may not arise in the classroom. Our sensory room offers a controlled environment where students can choose and regulate sensory stimuli to achieve the following objectives:

Creating a calming atmosphere
Providing stimulation
Offering an uncluttered space
Ensuring environmental control

It's important to note that the sensory room is not intended as a "time-out" space for behavior management and students who wish to leave the room, may do so at any time. During a student's visit to the sensory room, designated staff members supervise, and the typical duration of stay is fifteen minutes.