#AISDProud of #AISDPride

Last week (Oct. 10th-14th), Austin ISD celebrated its annual AISD Pride Week, timed to coincide with National Coming Out Day on October 11th. Once again, schools from all over our city showed up to celebrate and honor the LBGTQ+ faculty, staff, students and families that are members of our vibrant education community!

The Akins High School Gender and Sexuality Alliance (GSA-formerly Gay Straight Alliance) started mass producing ally stickers and buttons for distribution across the entire campus!

Reagan High School teachers and students filled the #AISDPride photobooth in the library.

Consuelo Mendez Middle School students created a pledge committing to help generate a safe, respectful, and welcoming environment for all, and got as many of their peers to sign it as possible–resulting in hundreds of signatures collected and courtyard lunch privileges! 8th Grader Corey collected 74 signatures just by himself.

Cowan Elementary made a welcoming billboard full of love for the school community…


And Patton Elementary had their own bilingual display of love and welcome!

These four schools are just a few glowing examples of how AISD showed our pride!  Twitter blew up with all kinds of celebrations of AISD Pride Week:

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We are #AISDProud of our school district working to serve and celebrate our whole community in all its beautiful diversity…#AllMeansAll!

News! …and the Return of the Blog!

Hello again, Austin ISD SEL fans!  Happy October! We’ve been hard at work on SEL 2.0, with new team members, new opportunities, and a refreshed commitment to helping build a district where truly #ALLMEANSALL!


This summer on June 16th, McCallum High School hosted the first-ever SEL Summer Symposium, with presenters and participants from all over our district and city.  With over 40 break-out sessions and a dedicated leadership strand, 325 members of our AISD community learned and shared together about the most cutting-edge topics in Social and Emotional Learning.  Sessions topics ranged from “Frank Lloyd Wright and Restorative Classroom Management” to “The Neuroscience of Mindfulness;” “Color Blind or Color Brave?” to “SEL in Children’s Literature.” The sheer number of folks who showed up for the inaugural SEL Summer Symposium demonstrates how deeply Austin ISD educators believe in Social and Emotional Learning.

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(Photos by Eli Roberts)

Another significant first for the SEL Team was presenting at the Leadership Institute for about 400 administrators before school started.  With the focus on the overarching SEL theme “All Means All,” SEL Specialists presented a workshop on creating trauma-sensitive schools. The level of commitment from district leadership for Social and Emotional Learning work is the highest it has ever been!



(L-R) James, Angela, Lynne and Darla presented at the Leadership Institute.

In fact, SEL was the topic of the 10/7 “News from Dr. Cruz.”  Our superintendent had this to say about SEL 2.0:

Resiliency, positivity, grit and determination—these are just some of the skills that are foundational to Social and Emotional Learning. Now that AISD has implemented SEL at all of our schools, we’re moving on to SEL 2.0. This next iteration includes new practices that are integral to ensuring student success.

Mindfulness activities like breathing exercises help kids focus. Restorative practices counter old discipline techniques that don’t work and replace them with a relationship-based approach. Moreover, trauma-informed care is helping staff support students who are suffering from intense negative experiences.

Students need to learn about the five SEL competencies: self-awareness, self-management, social awareness, relationships skills and responsible decision making. They have been described as soft skills, but I see them as essential skills.

Transitioning from a fixed mindset to a growth mindset is a major tenant of SEL 2.0 and one we need to embrace. A fixed mindset is the approach that individuals have “fixed” skills—that their capabilities are limited and finite. A growth mindset takes into account that the brain is constantly evolving, and that individuals can develop all kinds of new talents. This approach helps us reframe a student’s potential.

I’m proud of the positive, resilient people on our team who are preparing our students to excel. Thank you for the amazing work you’re doing now and for your exceptional commitment to our students.

Finally, our team is happy to welcome our new members, each of whom bring their unique experiences and gifts to support Social and Emotional Learning all over our district:


Theresa Garcia


Elena Rodriguez


Alonzo Blankenship II


Emily Hoaldridge-Dopkins


James Butler

Stay tuned…our blog is BACK!  See you soon with more Austin ISD SEL news!


SELebrations Newsletter May 2016

Congratulations Social and Emotional Learning fans, we made it to the last week of school! Don’t forget to appreciate all the amazing teachers that make our district an incredible learning environment, and take these trusty summer sanity tips with you into these next few months.  Oh yes, and enjoy our latest SELebrations newsletter, featuring our first 11 SEL model schools, some solid SEL science, things to think about for School Year 2016-17, and lots more! Read it below, or click each page to be taken to the “live” version for links and zoomable pictures. (Use ‘Ctrl + ‘ to zoom in here or there for easier reading!)


Thanks so much for reading!  See you soon!

Teachers, We Thank You.

Each beginning of May, at the academic and testing homestretch of the year, communities around the country observe Teacher Appreciation Week (5/2-5/6 2016). It is altogether fitting and proper that we should do this, because:


It’s true.  Plumbers, lawyers, auto mechanics, surgeons, gardeners, rocket scientists all have one thing in common: Someone, at some point, taught them something about their chosen job or vocation, and it’s likely that the teaching and learning happened in some kind of educational environment. So we can also say that:


because teachers everywhere come to school every day to teach every kid that walks into their classroom, no matter what.  Each child who learns something from a teacher has been given a irrevocable gift: education is one of the few things that cannot be taken away from an individual. Teaching is one of the most literal, actual ways of affecting the future of a person, the future of a community, and the future of humanity.  What do some other influential people say about teaching?

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So we are so grateful for you, all you Austin ISD educators, and we are so proud of you.  And we want you to keep on keepin’ on, because you are doing the best, hardest work in the world.  Remember this post and this post about your colleagues sharing their own ways of doing intentional self-care? Well go back and look at those, and here are some other ideas as well:

sanity breaksmindfulteaching

Thank you for your work, thank you for your passion, thank you for your perseverance. Humanity wouldn’t be itself without teachers.

never give up

Much love to y’all! Happy Teacher Appreciation Week!



Students Working to End Bias and Hate All Over Our District!

It so happens that Austin ISD is the largest Anti-Defamation League No Place for Hate district in the entire country. All 130 schools have planned, completed, and documented intentional student-led activities designed to raise awareness around bias, bullying, and prejudice, and to build a positive school culture of inclusiveness and safety. Students from pre-kindergarten through high school seniors have participated in these opportunities to increase the peace.  Here are just a few examples of how some schools have declared themselves No Place for Hate!

Kealing and Lamar Middle Schools have both created lessons to bring attention to bias and microaggressions.  Their work to bring attention to these issues on a local, campus level is the first step toward addressing bias, prejudice and racism on a societal level.  Here’s a video from Lamar Middle School with AVID student-generated examples of microaggressions that was included in an SEL lesson for the entire campus:

Kealing Middle School asked students to think of microaggressions they had heard or experienced as well, and then invited students to think of assertive ways to address the microaggression:

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At Zilker Elementary, students participated in a March Forth for Peace on…you guessed it! March 4th! The parade was a culminating event organized by the Zilker counselor, Ms. Vreeland, celebrating lessons that the students had learned about friendship, empathy, and being an ally.  The whole Zilker community sang a special peace song led by music teacher Ms. Garcia, and students decorated t-shirts and posters to show their spirit of peace!  Every single teacher, student, and hundreds of parents Marched Forth for peace that lovely spring day.


McCallum High School had a week-long “No Hate” campaign involving a t-shirt logo contest, a “just be you” photo booth, No H8 face painting at lunch, and the reading of a student-generated play about issues faced by LBGTQ+ students for the whole faculty (in partnership with Creative Action‘s Outside the Lines project). In one way or another, every student and faculty member participated in building and celebrating McCallum’s welcoming culture!

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Travis High School students planted a peace garden in a courtyard, and had everyone on campus sign the ADL Resolution of Respect.  They created a visual symbol of the Resolution using hundreds of handprints and posted it on a long window in the cafeteria, showing off the solidarity of their learning community with panoramic stained glass effects!


They also hosted a Peace Through Pie event (and pie eating contest!), and this year it was attended by the founder of the Peace Through Pie movement!  Like Lamar Middle School’s similar Peace Through Pie evening, it commemorates Dr. Martin Luther King Jr.’s birthday and seeks to build peaceful community ties through sharing pies of all kinds.

AISD Short Peace Thru Pie 2015 from Austin ISD TV on Vimeo.

Finally, Bowie High School planned and carried out their own No Place for Hate parade, and a student documented the campus-wide event in this inspiring video…

Jillian Bontke, the Anti-Defamation League’s Austin Education Project Director, shared feedback from educators around the district about the impact Social and Emotional Learning and No Place for Hate has had on their campuses:

No Place for Hate, in combination with SEL lessons, positively impacts our campus by raising awareness of biased behavior, increasing ally behavior, and decreasing name calling.

–O.Henry Middle School Teacher

Our campus has worked hard to create a positive climate through social emotional learning and explicit teaching about self regulation and the brain.  However, No Place for Hate has brought our climate to a new level of acceptance in and around our community.  Our focus this year has been on empathy.  I knew our school had very strong skills in providing empathy to our peers and teachers; however, I had not anticipated such growth in empathy for our community, including dispelling stereotypes in our community and developing empathy for those in our community experiencing homelessness.

–Cunningham Elementary School Teacher

Students have been exposed to SEL for several years now and the additional activities they are involved in for No Place for Hate enhance so much of the learning that goes on through SEL. It actually gives them more hands on opportunities to practice skills.

–Mollie Dawson Elementary School Counselor

No Place for Hate reminds student of what they are learning during their SEL lessons and counselor lessons. The activities reinforce kindness and inclusiveness and have the ability to impact the entire school – reinforcing the same message across grade levels.

–Zilker Elementary School Counselor

No Place for Hate is a good supplement to SEL and both are really supported by our administration this year.  Kids are reminding each other to be kind, be positive, breathe deeply, support each other.

–Pillow Elementary Counselor

I feel that NPFH has really benefited Dobie, and I truly even feel that it has improved our students writing skills! The thought provoking topics the students talk about and  the Social Emotional Aspect and writing about their feelings, really helps them to express themselves through words.

–J. Frank Dobie Early College Preparatory Academy Counselor

No Place for Hate, in combination with SEL lessons, positively impacts our campus by raising awareness of biased behavior, increasing ally behavior, and decreasing name calling.

–O.Henry Middle School Counselor

[We have seen a] decrease in name calling and teasing report, [and an] increase in kind acts and helpfulness, we were designated as a SEL Model Campus due to the positive social and emotional skills our students consistently show.

–Robert E.Lee Elementary Counselor

Students and teachers have reported feeling more like a family. Our staff and student body is closer than even and there is a feeling of pride and excitement as you walk the halls in our school. Some of our 5th graders have reported having new friends and talking to more peers in their classroom – not just those peers who were previously in their “cliques.” Every 3rd Friday of the month, we now recognize two students from each grade for demonstrating their SEL skills because we have noticed that students are showing respect, kindness, and responsibility around the school. We connect these acts of maturity to SEL and No Place for Hate because these two programs have educated students and helped them become better members of our school community.

–Edward L. Blackshear Elementary School Counselor


We are sure #AISDProud of our district’s national No Place for Hate status.  Teachers, administrators, parents, community members, and students are working hard to create welcoming, inclusive learning environments every day. Onward to an increasingly peaceful future!

Happy Maya Angelou Day

ma_child_oneOn April 4th, 1928, Marguerite Johnson was born in St. Louis Missouri. Over the next 86 years, this remarkable person would change her name to Maya Angelou and become one of the most influential writers, poets, and cultural icons in American history.  Her life and legacy represent the best of Social and Emotional Learning skills: she was truly a life-long learner, a truth-teller, a risk-taker, a whole-scale upstander, and a prolific collaborator. From her biographical website Caged Bird Legacy:

Maya Angelou’s life [mirrored] the American landscape paving the way for a first hand experience with racism, single parenting, over-coming poverty, seeking higher education, creating wealth, living through and participating in the civil rights movement. In later years she would embrace popular culture working with rappers, poets, musicians and filmmakers. Writing about her experience with eloquence and detail, Maya Angelou recorded history through poetry, biographies, journalism, children’s books, cook books and essays painting a picture of the American landscape for generations to come.

Maya Angelou

8th April 1978: American poet and author Maya Angelou gestures while speaking in a chair during an interview at her home. (Photo by Jack Sotomayor/New York Times Co./Getty Images)

Dr. Maya Angelou received the country’s highest civilian honor, the Presidential Medal of Freedom, from President Barack Obama in 2010. In honor of her birthday today, we’re invited to pause and celebrate her life and her words.





Happy birthday, Maya Angelou! Thank you for your deeply influential, eclectic, beautiful life.



Mindful Brain First-Aid for Test Season

breathing1Well, we’ve made it to Spring Test Season ’16! Students, teachers, administrators and parents experience this part of the school year in many different ways, but most would agree that it can be a high-pressure moment in our educational lives.  We all know about getting enough sleep, eating a good breakfast, and having our lucky socks and pencils on those upcoming test days, but what are some other ways we can prepare our brains and bodies to set ourselves up for success?

Practicing a bit of mindfulness at different points before and during the testing sessions can help us feel more calm and grounded, both good states to be in when we’re asking our brain to perform at high levels. What is mindfulness? How about a definition from a leading expert on it, Dr. Jon Kabat-Zinn:


Notice the words “paying attention” and “non-judgementally” in particular.  The term ‘mindfulness’ is thrown around quite a bit these days, and often people think that it means working hard to make one’s brain completely empty and free of thoughts–if your brain isn’t perfectly clear and empty, you’re not doing it right!  This is simply not true, however; our brains are wired to think all the time.  Practicing mindfulness is learning to pay attention non-judgementally to all those thoughts, giving us some space and perspective to really notice and honor them.  Here’s an example of a simple mindfulness practice that can help us pay attention to our thoughts before or during a stressful testing situation…when we feel our bodies getting nervous and our brains buzzing with anxiety, try this strategy:

Describe 5 things you see in the room/area. (“The walls are light blue.” or “The trees outside the window are green and lush.”)

Name 4 things you can feel. (“My feet in my shoes, and my shoes on the floor.” or “The air in my nose.”)

Name 3 things you can hear. (“Traffic on the highway.” or “My own soft breathing.”)

Name 2 things you can smell. (“New pencil smell.” or “fabric softener.” Or remember 2 smells you really like.)

Name 1 good thing about yourself. (“I’m a thoughtful friend.” or “I’m feeling stressed, but I’m handling it.”)

Doing an exercise like this can help us take a step back from our buzzing brain, bring us back to the present moment, and allow us to gently observe and name our feelings. If we’re feeling a measure of panic or powerlessness due to test anxiety, being able to say “wow, I’m feeling pretty stressed! I can take a moment to remember where I am right now and give my brain a break” can help  us back into the thinking, logical, frontal part of our brains and out of our fear-feeling amygdala and mid-brain.  The strong feelings coming from our amygdala during stressful situations can help keep us safely out of physical and emotional danger, but it’s not the best place to stay when we’re trying to get our brains to work logically!


One of the best, simplest ways to come back to the present moment and pay attention non-judgementally to our thoughts is to intentionally notice our breathing.  Here is a basic breathing exercise adapted from Calm Classroom:

Sit up straight and comfortably in your chair.  Rest your hands on your desk or in your lap.  Close your eyes.  Feel your feet flat on the floor.  Relax your shoulders back and down.  Let your whole body be still.

Feel the air moving in and out of your nose.  [wait 10 seconds]

Remember, when you breathe in, you will fill your lungs completely.  Make each breath slow, smooth, and deep.

Now, breathe in for a count of 1….2….3….hold.  Breathe out for a count of 3…2…1…hold.

Breathe in for a count of 1….2….3….hold.  Breathe out for a count of 3…2…1…hold.

Breathe in for a count of 1….2….3….hold.  Breathe out for a count of 3…2…1…hold.

Breathe in for a count of 1….2….3….hold.  Breathe out for a count of 3…2…1…hold.

Now breathe normally and relax.  Feel the air moving in and out of your nose.  [wait 20 -30 seconds]

Now, take a deep breath in, hold and exhale slowly.

Notice how you feel. [wait 10 seconds]

Slowly open  your eyes.


The beauty of exercises like these is that they require no special preparation, space or equipment; they are tools at our disposal any time we need them, and they are highly effective at inviting our brains back into a calm, logical space.  For a special treat, however, definitely check out Calm.com for some peaceful sounds and visuals anytime you have access to a mobile device or computer with the internet!

Even though testing time can be a stressful time in school, practicing a little mindfulness can help us all get through it with a little more awareness and self-compassion. Take good care of those brains and bodies, Austin ISD SEL fans!


Austin High’s Youth in Government Club Makes SEL Waves at State Conference!

capitol_dome2The weekend of January 30th and 31st, hundreds of high school students descended on the Texas State Capitol to participate in the 69th annual YMCA Youth and Government State Conference. The conference is designed to gather young leaders from all over the state and provide a hands-on, real life government experience, fostering interest in the democratic process and excitement in the potential of political engagement. This year, Austin ISD’s Austin High Youth in Government Club brought a high-impact team to the YAG State Conference, finishing with two distinguished delegates and a State Affairs proposal aimed at improving the Texas high school graduation rate via statewide implementation of freshman MAPS classes.

From hundreds of peer-reviewed proposals addressing 30 pre-selected state affairs topics, Miranda Gershoni and Madison Perry’s MAPS (Methods for Academic and Personal Success) class proposal was ranked among the best in the state by the conference participants, winning a chance to be viewed by Texas Governor Greg Abbott and affect actual state legislation.  That’s right…youth leaders from all over Texas thought Austin High’s MAPS class model, which explicitly teaches freshmen Social and Emotional Learning skills to help set them on a successful path for high school and beyond, should be a state-wide requirement to raise graduation rates!


Ms. Gershoni and Ms. Perry present their proposal

Ms. Gershoni, who led the development of the proposal, drew upon her freshman experience in the MAPS class at Austin High and the organizational and interpersonal skills it helped her develop. She was also inspired by her participation on a student team that helped to facilitate a workshop on MAPS-style student engagement activities at last October’s National Dropout Prevention Network Conference.  Armed with her passion for helping her peers succeed and her experience with presenting at this national conference, Gershoni led her team in convincing other youth leaders that SEL skills taught in MAPS classes statewide could lead to more Texas high school graduates ready for career and life. District data backs up their proposal’s claim: At high schools with high MAPS class implementation rates, administrators have seen positive indicators like a 50% reduction in suspensions, a 71% reduction in discipline referrals, and a 41% reduction in freshman failures.


Distinguished Delegates Mr. Symonds and Mr. Smith-Klein

Mr. Steven Wnorozski, Austin High’s sponsor of the Youth in Government Club, was proud of Ms. Gershoni and Ms. Perry’s winning proposal, and the recognition of distinguished delegates Mr. Theo Symonds and Mr. Joseph Smith-Klein. Participating in the club, and preparing for experiences like the district and state-level YAG conferences, help build the Social and Emotional Learning skills of time management, organization, collaboration, and self-efficacy. “Our club is small, but we’ve been before the school board and have been recognized for our achievements,” he says. “It allows students to be active in politics and try to solve problems that really exist.” The Youth in Government club will send delegates to the Youth and Government’s Conference on National Affairs, and is also considering participation in the Annette Strauss Institute for Civic Life’s Speak Up! Speak Out! event in May.


Ms. Gershoni said that her experience at the state Youth and Government Conference has inspired her to consider a career in public policy. She also found that just being present at the conference was inspiring in another way: “Sometimes high school just seems like a big swimming pool, with everybody just trying to swim to the top to graduate and get on with their lives like you know you’re supposed to,” she said. “It was great to feel like I was poking my head up out of the water, and seeing all these other young people like me who were poking their heads up too, who are concerned about the big picture-the future of the state and country-and who have big ideas to help affect it.”

Congratulations to Miranda Gershoni, Madison Perry, Theo Symonds, Joseph Smith-Klein, Mr. Wnoroski, and Austin High!  We are sure #AISDProud of these #SELSmart, engaged young people on the fast-track to making big changes in their world!


Amplify Austin ISD SEL and Whole Child Education!


Today is the day!  Amplify ATX is 24 hours (March 8th 6pm-March 9th 6pm) of community giving to local non-profits all over the Austin area, and once again Austin Ed Fund is participating to raise funds to support Austin ISD’s innovative whole-child education initiatives!

From Austin Ed Fund:

Help us support excellence and innovation in Austin Independent School District (AISD)! Your investment in our urban district, serving more than 83,000 amazing students at 130 campuses, ensures that every student has access to innovative opportunities and enriching experiences.

Your generous contribution will:
• Fund teachers’ creative project ideas for their classrooms or campus through our Innovation Grants program
• Expand AISD’s nationally-recognized Social and Emotional Learning program, which teaches students the skills to resolve conflict, manage emotions, and succeed in the classroom, career, and life
• Fund economically-disadvantaged and first-generation students through our Student Opportunity Fund.


AISD’s Social and Emotional Learning team works with every single campus in the district to create safe and welcoming learning environments, foster meaningful relationships between students and teachers, and teach 21st century skills like collaboration, communication, time management, and self-efficacy. Funding that supports AISD’s Social and Emotional Learning comes largely from individual donors, partners in the Austin community, and national donors and foundations, so your Amplify AISD donation really does make a huge difference!


Schedule your donation now, or participate today (March 8th) starting at 6pm through 6pm tomorrow (March 9th) , by visiting:

Austin Ed Fund’s Amplify Overview Page

Katie Cameroneil’s Amplify Whole Child Education Page

Caroline Newman’s Amplify Our Students, Our Teachers, Our Future Page

Thanks so much for being a part of AISD’s Whole Child, Every Child education movement!


Follow along on Twitter too: @AustinISDSEL @AustinISD_OID (Office of Innovation and Development) @AustinEdFund and keep up with the hashtags #AmplifyATX and #InvestinAISD!


Real Teachers Talk Part II: Spring Semester SEL

Austin ISD is chock-full of passionate, compassionate, talented educators bringing Social and Emotional Learning to their students in every part of our fair city, every single day. Last time on the blog, two amazing teachers from Bedichek shared their insight on the importance of intentional self-care during the stresses of the spring semester.  Today, seven more outstanding teachers lend their thoughts and practices from around the district.  They are all at different schools in different capacities, and they have this in common: they know their students, and they know SEL!

Mr. Howard, 6th-8th Grade Math Teacher, Learning Support Services


Mr. Howard works one-on-one with students experiencing long-term in-school suspension, teaching math and being a strong, positive, compassionate adult connection. He works hard to engage with each student authentically, so that their relationship facilitates lasting learning. He says that he does his best to stay relaxed and focused on one task at a time, so that he doesn’t get overwhelmed.  “I try to know about and anticipate obstacles and challenges, so that I can make a response plan,” he says.  “You can’t always predict what’s going to happen, but thinking through some possible responses to challenges that may arise helps me avoid feeling worried and reactive. This allows me to stay calmly focused on my students.”

Ms. Williams, 3rd Grade ESL Teacher, Linder Elementary


Ms. Williams is a big fan of the Peace Area, a special place in classrooms where students can choose to go to manage strong emotions, resolve interpersonal conflicts, or just take a self-care break.  Many teachers like Ms. Williams have experienced professional development dedicated to the creation and effective use of Peace Areas in the classroom environment, and she even has one she can take with her wherever her students might end up!  “The Peace Area is a great tool to use in de-escalating and problem solving. I grab it and take it with me as I’m walking out the door with the kids. Since it’s portable I can bring it to recess or other places. It’s just a wonderful tool for me to use when modeling [social and emotional skills] for the kids.”

Peace Areas often contain soft stuffed animal friends, squeezy stress-balls, “calm down” bottles full of slow-settling glitter to watch, pictures of faces for emotion identification, paper and art supplies for self-reflective writing or drawing, and many other creative ideas for peace-making.  Many include a “peace path” and conflict resolution script for students to practice interpersonal assertive communication.  

Mr. Light, 9th-12th Grade English Language Arts Teacher, Alternative Learning Center


Mr. Light covers his desk and classroom in quotes from famous folks addressing kindness, self-efficacy, and inspiration for learning. One in particular, from Oscar Wilde, serves as an important daily reminder: “Life is far too important to be taken seriously.” He builds and draws on his sense of gratitude as a self-care practice. “When the everyday drudgery settles in, when students become ‘snarky’ and push the buttons they know so well, when the work seems to keep piling up and you might wonder, What am I doing here? . . . These are the times to remember to set your mind on the bigger pictures (your dreams, your passions) and not merely what is in front of you. It helps you remember to enjoy life and to be thankful. It helps you remember to enjoy your students and to be thankful for them. It helps you. It helps them.”

Ms.Gandomi, 2nd Grade Teacher, Blackshear Elementary Fine Arts Academy

Mackenzie Gandomi

Ms. Gandomi has found ways to weave her Social and Emotional Learning knowledge straight into challenging learning experiences for her scholars. “Subtraction with regrouping was really frustrating my students. I needed to find a way to teach my students to be kind and patient with themselves,” she says. “I created a lesson to teach them a more positive approach toward learning. First, we had a class discussion about neuroplasticity and my students learned how neurological pathways develop in the brain as we learn something new. This was a game changer! My students got excited when a lesson or strategy was difficult because they knew their brains were growing. I have overheard my students say, ‘This is hard! It’s okay because I’m creating a new neuropathways in my brain!'”

Neuroplasticity is the process by which the brain physically grows and changes in response to learning new information and trying new things.  Many teachers in AISD have participated in professional development around neuroplasticity and growth mindset, helping their students foster intellectual resilience and positive self-talk to help work through challenging learning experiences.

Mr. Sikes, 8th Grade Math Teacher, Fulmore Middle School


Mr. Sikes makes sure his students feel safe and welcome in his classroom by teaching about stress management, and also by helping each student feel heard and seen. “I like to show my kids what types of stress triggers I have during second semester and how I know to read my bodies warning signs. We can’t avoid stress, but how can we cope with it when it arises?”  Mr. Sikes teaches from all parts of his classroom, checking in and reinforcing connections with each young person as he moves between the groups of seated students. “There is a lot of [student change and movement] as well at the beginning of a semester, so we take time every week to reintroduce ourselves and share things about ourselves that makes us unique, so that all students feel heard and valued no matter how ‘new’ they are to the school, or city, or state.”

Mrs. Roberts, 4th Grade Science Teacher, Widen Elementary


Shown here among emotion identification words and steps for calming down in her classroom, Mrs. Roberts takes time each day to take care of Social and Emotional Learning business before getting down to the business of learning science. “SEL allows me to internalize and model emotional management skills throughout the school day, and transfer those to the kids,” she says. Like many teachers throughout AISD, Mrs. Roberts is skilled at using SEL concepts and practices to maximize learning time. “I love the rituals of Morning Meeting and breakfast in the classroom and the sense of community it instills. Words can’t describe how beautiful it is and the impact it has on our community.”

Mrs. Lozano-Studstrup, 6th Grade English Language Arts, Mendez Middle School

20160121_103928 (1)

Mrs. Lozano-Studstrup works hard every day to create a warm, engaging, culturally-relevant, connected learning environment.  Student work and drawings adorn the walls, and each class’ social contract is prominently displayed. A large portion of her classroom is dedicated to a cozy space with a bookshelf full of diverse books, a colorful floor lamp, and a comfortable area rug primed for the unhurried enjoyment of reading for fun. “I love my students, and I try to connect with each one of them every day they are with me,” she says. “I try to make sure each of them feels seen and heard and valued. When students feel safe and connected, that’s when authentic learning takes place.”

These amazing educators represent how Social and Emotional Learning is infusing lessons, classrooms, practices and schools across our district. To all seven talented teachers who shared their faces, expertise and insight for this post, thank you! With your dedication, compassion, and unique style, you are demonstrating the very best of SEL and Austin ISD!