Social-Emotional Learning

Teaching social-emotional skills is the cornerstone of the Beginning School, where dedicated faculty guide young students in developing a sense of belonging and security. This foundational work starts in 3PreK, where children learn independence by practicing how to enter play, share, resolve conflicts, and begin to recognize emotional cues in others. In 4PreK and kindergarten, students are introduced to the Wayfinder social-emotional curriculum, which further helps them discover a sense of purpose and connect with themselves and their communities. Our comprehensive approach ensures that students learn to identify and regulate their emotions, engage with trusted adults, and understand their role as a community member from a very young age.

The Lower School's approach to social-emotional learning is centered on providing a strong foundation for both academic and personal growth. Students continue to develop core skills through the Wayfinder curriculum, which emphasizes self-awareness, adaptability, empathy, collaboration, agency, and purpose. This dedicated focus on social and emotional well-being ensures that students are equipped with the tools they need to navigate challenges and understand their feelings so they can focus and do their best in class. To further support this work, a dedicated counselor is available to students, as well as a safe space for them to problem-solve, reset, and receive coaching or short-term support—all of which reinforce that understanding yourself is a vital part of learning well.

Social-emotional learning is critical during the Middle School years—a time of increasing freedom and complex social dynamics. Our approach focuses on building strong relationships, supporting the unique needs of each student, and celebrating one another. Social-emotional skills permeate all aspects of the curriculum, from advisory groups to service learning, and a collaborative spirit is strengthened in supportive grade-level advisories and weekly assemblies. A dedicated social-emotional counselor is deeply embedded in all areas, getting to know each student personally, providing individualized support, and collaborating on proactive approaches to challenges. This support is rooted in our values of growth, progress, and discipline over punishment, all of which empowers students to become strong advocates for themselves and their community.

In the Upper School, we help students build a strong foundation for independence and well-being. Students gain the knowledge and self-sufficiency they need to thrive after graduation while still benefiting from the guidance of supportive, caring adults. Our social-emotional programs emphasize building self-confidence and a healthy understanding of themselves. A key part of this is our advisory program, where advisors form deep, lasting relationships with students and provide personalized support and advocacy from ninth grade through graduation. A dedicated social-emotional support counselor is available to offer guidance and a space to talk through challenges. Additionally, intensive wellness courses provide students with evidence-based habits and vital information for their well-being, empowering them to make the best choices for themselves as their independence grows.

Social-emotional learning, also called SEL, is an educational approach that helps students develop skills like self-awareness, emotional regulation, empathy, and responsible decision-making. At Rowland Hall, these skills are woven into daily school life to support students’ growth as learners and as people.

Decades of research show that strong social-emotional skills improve academic performance, classroom behavior, mental health, focus, and long-term outcomes. When students can manage emotions, persevere through challenges, and work well with others, they’re better able to engage deeply and succeed in their learning.

No. High-quality social-emotional learning complements academics and is integrated into daily routines, classroom experiences, and community life. At Rowland Hall, social-emotional learning is woven into lessons, discussions, collaborative work, and advisory time. Counselors also partner with teachers to model strategies, support students, and ensure this work is intentional and developmentally appropriate in every division.

Each of Rowland Hall’s divisions is supported by a highly trained social-emotional counselor with advanced degrees in counseling, education, psychology, or social work. Our counselors bring deep expertise in child and adolescent development and evidence-based SEL practices, and they work closely with teachers and families to provide individualized guidance and classroom support.