CASEL Action Guide Lesson Plan CASEL Action Guide
Professional Development • Clinical Staff Tier 1
TIME: 30 MINUTES
Small Group Focus
Objective
Equip clinical staff with five practical small-group activities to teach the CASEL competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—in a high-energy, hands-on session.
Approach
Hands-on group activities and structured discussions. Staff will experience each activity as a participant before reflecting on clinical application.
Why This Matters
"Building social-emotional skills in students promotes well-being, positive classroom climates, and academic success; this session gives staff ready-to-use tools to integrate SEL into daily practice."
Preparation
Review the CASEL Competencies Overview Handout to familiarize yourself with each competency.
Arrange seating for five small groups.
Prepare a timer or stopwatch for five-minute intervals.
Print activity materials (one copy per small group):
Self-Awareness Reflection Worksheet
Self-Management Strategy Cards (Cut out)
Social Awareness Role-Play Scenarios
Relationship Skills Discussion Prompts
Responsible Decision-Making Case Studies
Instructional Flow
5 MIN
Introduction & Overview
Welcome participants and share objectives: mastering 5 quick activities.
Distribute CASEL Overview Handout and briefly review each domain.
Explain the flow: five activities, five minutes each, to experience and adapt.
1
5 MIN
Self-Awareness Activity
Focus: Recognizing one's own emotions and strengths.
Assign groups the Self-Awareness Reflection Worksheet .
Instruct groups to complete prompts (strengths, emotions, triggers).
Debrief: Ask one representative per group to share a quick insight.
2
5 MIN
Self-Management Strategy Practice
Focus: Regulating emotions and behaviors.
Hand out Self-Management Strategy Cards .
Groups choose one card (e.g., deep breathing) and role-play guiding a student.
Debrief: Which strategies resonated? How might you introduce these?
3
5 MIN
Social Awareness Role-Play
Focus: Empathy and perspective-taking.
Provide scenarios from the Social Awareness Role-Play pack.
Groups act out scenarios, focusing on the "other" perspective.
Debrief: How did stepping into another's shoes change your understanding?
4
5 MIN
Relationship Skills Discussion
Focus: Communication and conflict resolution.
Distribute Relationship Skills Discussion Prompts .
Groups discuss a real or hypothetical student interaction using the prompts.
Debrief: Identify one key takeaway to share with the larger team.
5
5 MIN
Responsible Decision-Making Case Study
Focus: Ethical and constructive choices.
Give each group a Responsible Decision-Making Case Study .
Groups outline steps a student should take, weighing consequences.
Close: Round-robin: What guiding questions will you ask students? CASEL Action Slides Training Deck CASEL in Action
Equipping Clinical Staff with Small-Group SEL Strategies
30 MIN
TIER 1 STAFF
Teacher Notes: Welcome participants. Introduce yourself and explain that in the next 30 minutes, they will experience five hands-on group activities to teach each CASEL social-emotional competency. Emphasize practical takeaways.
CASEL Competencies Overview
1
Self-Awareness
Recognizing one’s emotions, strengths, and values
2
Self-Management
Regulating emotions, thoughts, and behaviors
3
Social Awareness
Understanding others’ perspectives and showing empathy
4
Relationship Skills
Communicating, listening, and resolving conflict
5
Responsible Decision-Making
Making ethical, constructive choices
Session Flow
5m
Introduction & Overview
25m
5 Skill-Building Activities
5 minutes each • Rotational or Whole-Group
Wrap
Next Steps & Applications
Activity 1
Self-Awareness
5:00
Task
Identify your personal strengths , emotions , and triggers using the reflection worksheet.
Material: Inner Compass Worksheet
Debrief Question
What surprised you about your group’s reflections?
Activity 2
Self-Management
5:00
Task
Select a Strategy Card (e.g., deep breathing) and role-play guiding a student through the technique.
Material: Coping Kit Cards
Debrief Question
Which strategy resonated most? How might you introduce it?
Activity 3
Social Awareness
5:00
Task
Act out a Scenario , focusing heavily on empathy and understanding the other student's perspective.
Material: Empathy Lab Scenarios
Debrief Question
How did stepping into another role change your understanding?
Activity 4
Relationship Skills
5:00
Task
Use
CASEL Competency Reference Handout CASEL Competency Reference
The Five Core Domains of SEL
1
Self-Awareness
The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. It includes identifying strengths and maintaining a well-grounded sense of self-confidence and purpose.
Identifying Emotions Growth Mindset Self-Efficacy
2
Self-Management
The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations. It involves managing stress, controlling impulses, motivating oneself, and setting personal/academic goals.
Stress Management Self-Discipline Goal Setting
3
Social Awareness
The ability to take the perspective of and empathize with others from diverse backgrounds and cultures. It includes understanding social and ethical norms for behavior and recognizing family, school, and community resources.
Perspective-Taking Empathy Respect for Others
4
Relationship Skills
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. It includes communicating clearly, listening well, cooperating with others, and seeking/offering help.
Communication Teamwork Conflict Resolution
5
Responsible Decision-Making
The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, and social norms.
Identifying Problems Analyzing Situations Ethical Responsibility
"Social and emotional learning (SEL) is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions." — CASEL
Inner Compass Self-Awareness Worksheet Inner Compass
Self-Awareness Reflection Worksheet
Name:
Date:
Use these prompts to reflect on your own self-awareness. Take a few moments to consider each question and jot down your thoughts. This awareness is the foundation of effective facilitation.
1 Personal Strengths
List three personal strengths that support your work with students:
2 Recent Emotion
Identify an emotion you experienced recently in a group setting. What triggered this emotion?
3 Proud Moment
Describe a situation where you felt particularly proud or satisfied. What qualities did you demonstrate?
4 Challenges & Triggers
Reflect on a challenge or trigger you often face. What internal or external signs indicate you are experiencing this?
5 Application to Practice
How can awareness of your strengths, emotions, and triggers inform your approach to facilitating SEL activities?
CASEL in Action Training Activity 1: Self-Awareness
Coping Kit Self-Management Cards Coping Kit Cards
Self-Management Strategy Activity
Facilitator Note: Print and cut these cards. Have small groups draw one card at random and role-play guiding a student through the strategy. Focus on clear instructions and supportive tone.
Strategy 01
Deep Breathing
Purpose
Calm the body and mind by focusing on the breath.
Steps
Sit or stand comfortably.
Inhale through nose (4 sec).
Hold (4 sec).
Exhale through mouth (6 sec).
Repeat 3–5 times.
Strategy 02
SMART Goal Setting
Purpose
Help students set clear, achievable goals.
Steps
Explain: Specific, Measurable, Achievable, Relevant, Time-bound.
Model a goal (e.g., "I will read 10 min daily").
Guide student to write their own.
Strategy 03
Positive Self-Talk
Purpose
Build confidence and resilience.
Steps
Identify a challenge (e.g., "I can't do this").
Reframe it (e.g., "I can figure this out with practice").
Say it aloud 3 times.
Strategy 04
Muscle Relaxation
Purpose
Release physical tension linked to stress.
Steps
Tense shoulders for 5 sec.
Release for 10 sec. Notice the difference.
Move head to toe.
Strategy 05
Mindful Counting
Purpose
Ground attention in the present moment.
Steps
Close eyes.
Count breaths 1 to 10, then back to 1.
If mind wanders, gently return to the last number.
Strategy 06
Visualization
Purpose
Use imagery to reduce stress and build calm.
Steps
Imagine a peaceful place (beach, forest).
Describe sights, sounds, and sensations.
Breathe deeply for 3-4 cycles.
Empathy Lab Social Awareness Scenarios Empathy Lab Scenarios
Social Awareness Activity
Instructions: Use these brief scenarios to practice perspective-taking and empathy. Assign roles (Student A, Student B, etc.) and an Observer. Act out the situation for 2-3 minutes, then discuss the debrief questions below.
Scenario 1: The New Student
Alex has just transferred from another school and looks nervous at lunchtime. A small group of classmates chat happily in the cafeteria, but no one invites Alex to join.
Roles
Alex (New Student)
Student A (Hesitant)
Student B (Leader)
Observer
Debrief Questions
How did Alex feel?
What could classmates say or do?
Scenario 2: The Excluded Discussion
During a group project, Maya shares an idea, but the others talk over her and continue with their own plan without acknowledging her input.
Roles
Maya (Idea Overlooked)
Student A (Dominant)
Student B (Quiet)
Observer
Debrief Questions
What nonverbal signals did Maya send?
How to show you value her contribution?
Scenario 3: The Teasing Incident
Jordan makes an offhand comment about Devin’s accent. Devin looks hurt but doesn’t respond, and the rest of the group seems unsure how to react.
Roles
Jordan (Teased)
Devin (Hurt)
Student A (Witness)
Observer
Debrief Questions
What impact did teasing have on Devin?
How could witnesses intervene?
Connection Catalyst Relationship Prompts Connection Catalyst
Relationship Skills Discussion Prompts
Instructions: Use these prompts to guide small-group discussions. Assign group roles: Speaker , Listener , and Observer . Select one prompt per group to discuss in depth.
01
Active Listening Techniques
Identify key verbal and nonverbal behaviors that demonstrate active listening (e.g., paraphrasing, eye contact, nodding). Share a real or hypothetical example of a student using active listening effectively.
Response Notes
Debrief: How can you model and reinforce these behaviors in your small groups?
02
Effective Questioning
Discuss the difference between open-ended and closed questions. Why might open-ended questions promote deeper conversation? Create two examples for a student discussion on classroom goals.
Your Questions
Debrief: How will you teach students to craft and use open-ended questions?
03
Conflict Resolution Steps
Outline a clear approach for resolving a peer conflict (e.g., calm down, identify the problem, brainstorm). Apply these steps to: two students arguing over shared materials.
Conflict Resolution Plan
Debrief: What guiding questions can you ask students to move them through each step?
Choice Navigator Decision-Making Case Studies Choice Navigator
Responsible Decision-Making Case Studies
Instructions: Use these case studies to guide small‐group practice. Assign one scenario per group. Follow the decision‐making steps, document your plan, and prepare to share the guiding questions you’ll ask students.
Case Study 1: The Exam Shortcut
Scenario: Lee is feeling unprepared for a major exam tomorrow. While organizing papers in the classroom, Lee finds a printed sheet of answers on the desk and wonders whether to use it.
Decision Steps
Decision at hand:
Possible options:
Ethical considerations:
Guiding Questions for Facilitator
What questions would you ask Lee to help them reflect on academic integrity and long-term goals?
How might you guide Lee to consider the impact of their choice on trust?
Case Study 2: The Group Project Credit
Scenario: A student, Maya, contributed little to a group project due to personal challenges. The rest of the group is deciding whether to include Maya’s name on the final presentation.
Decision Steps
Decision at hand:
Possible options:
Ethical considerations:
Guiding Questions for Facilitator
What questions will you ask to balance fairness with empathy for Maya?
How can you help the group consider alternative support?
