The
Big Idea: There
has been a flood of research confirming the benefits of social and emotional
learning (SEL) for developing the whole child - including the enhancement of
academic skills and the ability to make better decisions. The emerging
connection between SEL and leadership coupled with the leadership development
opportunities students experience in PE present Physical Education Teachers
with a unique opportunity to take the lead in their schools and districts.
According
to the Collaborative for Academic, Social and Emotional Learning (CASEL), good
SEL skills can be developed in schools and classrooms in a number of ways,
including the intentional design and development of leadership experiences.
This comes at a time when leaders in education and the business community do
not think we are doing enough to provide kids with experiences that foster the
development of skills they need to take the lead in their lives and work.
CASEL
and other researchers have found that providing opportunities for students to
take the lead in their schoolwork, activities, and interactions helps them to
develop individual and social skills that are increasingly in demand - for good
reason. In the workplace, SEL has proven to be far more predictive than IQ for
every marker of success studied. Developing
core competencies for SEL including the foundational elements of
self-awareness, self-management, social awareness, relationship skills, and
responsible decision making are beneficial for students in school now and over
time as they move beyond their formal education to work.
The
Case for Taking the Lead: This article outlines the case for an important new role
for the physical educator in taking the lead in developing SEL and leadership
and makes the case for more physical education and active play in our
educational system. The nation's response to the Covid-19 pandemic is
significantly impacting tax revenues and putting additional pressure on an
already strapped education system. Administrators will be forced further to
make tough choices which will inevitably lead to further cutbacks in
programming deemed non-essential to improving academic performance.
In
many school districts physical education has been a target of cutbacks. One
approach to ensuring physical education survives and thrives is to leverage the
unique role PE and PE teachers play in the lives of students through the
intentional development of SEL and leadership and the integration of leadership
language, process, and skills in everyday PE activities. Providing the context
and connection, students can further apply their skills learned in PE to their
work in other classes, at home, and in their community.
An Opportunity: Schools tend to lack a
coordinated plan for integrating SEL and leadership development across classes,
grades, departments, and districts. As such, teachers who step up with a
comprehensive understanding, concrete strategies, and tactics for moving
forward, and a willingness to serve as a resource to their colleagues are
positioned to make a significant contribution and will be highly
valued. Having seen this approach at work firsthand, I believe physical
educators are ideally positioned to take the lead in this important role. It is
a natural fit.
The
Benefits of Leadership: When students are provided
with opportunities to develop skills and to frame challenges as opportunities
to take the lead, they experience greater agency and initiative. The experience
of taking the lead instills confidence and connects children to the skills they
are developing to solve problems creatively and collaboratively across classes,
subjects, and grades. As their confidence in their ability to take positive and
productive action to make things happen grows and develops over time, they
build the responsibility, resilience, and resourcefulness they need to take the
lead in their own lives and in their work.
While you may not find the
word leadership in the early learning standards, many states have addressed
leadership in their standards in the social-emotional section. Key phrases that
relate to leadership are “self-confidence”, “problem solving”,
“pro-social,” and “makes independent decisions and choices.” For example, early
learning standards for social and emotional development skills for children
include “know and state independent thoughts and feelings” and “participate in
new experiences with confidence and independence”.
START Leadership: Laurie Bodine the founder
of START-Leadership a San Francisco
based education and leadership training company has shown that when teachers
work with students to intentionally develop what she calls the leadership
mindset, students demonstrate gains in every metric of preparedness and wellbeing.
She states
"In our primary research
and that of scores of others, we find that
the kids who fare best in preparedness and well-being have had
parents and teachers who create the time, space, guidance, and opportunities for them to discover, practice, and
intentionally develop their leadership skills and
abilities in many areas over many years."
With this approach, students become mentally primed and able to approach and take
on challenges, respond productively to feedback, adopt effective
problem-solving strategies, be diligent and persistent in seeking to accomplish
goals, increase their competence, and engage in deep-level learning strategies.
They are also more adaptable, able to cooperate, and have been shown to perform
at a higher level.
A Call to Action: According
to the research from experts in every field, the debate about whether leaders are born or
made is over. All children are born with the potential to develop a wide range
of leadership skills over a lifetime. As adults, we have the opportunity to
model, teach and reinforce the development of skills kids need to take the lead
in their work and to assume leadership roles - now and in the future. If you’ve
stayed with me on this and see the potential this opportunity presents to you
in your school, district, or region, I invite you to connect and to learn more
about how you can take the lead in implementing and championing this work.