Teaching SEL Is Not a Session; It’s a Mindset

What It Means for SEL to Be a Mindset

To treat SEL as a mindset means:

• Embedding social-emotional learning throughout curricula and daily routines, not limiting it to “SEL class.”
• Encouraging teachers to model emotional regulation, empathy, and resilience in everyday interactions.
• Aligning school policies, classroom norms, and assessments with SEL values: relationship building, self-awareness, responsible decision-making, etc.
• Making SEL culturally responsive — adapting how it’s expressed to the values, traditions, and expectations of students and their communities.

Asian Examples: Mindfulness + Integration

China: Mindfulness-Based SEL for Pre-Service Teachers

A recent quasi-experimental study in China introduced a culturally adapted Mindfulness-Based Social and Emotional Learning (MBSEL) curriculum for pre-service teachers. Incorporating practices like Zhan Zhuang (standing meditation) and Ba Duan Jin (Eight Pieces of Brocade), the program significantly improved mindfulness, self-compassion, and life satisfaction among participants. Importantly, it was not a standalone workshop but integrated into teacher education, aligning with the cultural context of these future educators.

Vietnam: Mindfulness in Schools

In Vietnam, school-based mindfulness programs have been studied for adolescents and young adults. One intervention was daily 1-hour mindfulness sessions over three weeks; it showed promising results in reducing stress and promoting social-emotional skills. However, the research also noted that for sustained benefit, such practices need institutional support, funding, trained staff, and cultural adaptation.

Why Integration Matters?

A study titled “An Integrative Model for Culturally Sustaining SEL in the Classroom” emphasizes that successful SEL in diverse classrooms depends on adult competencies (teacher mindset), co-regulation, co-construction, and culturally sustaining practices — not just explicit lessons. SEL done well honors student identity&  builds authentic relationships.

Another recent article, “Emotional Literacy as Curriculum: A New Paradigm for Resilient Classrooms”, argues that every subject carries emotional content. For example: in English lessons, students might analyze character emotions; in math, discussion of frustration when stuck; in science, grappling with ethical or affective implications of discoveries; in PE, dealing with loss or competitiveness. This makes SEL not an “add-on” but integral.

Moving from Session to Mindset: Practical Steps

1. Teacher Training + Mindfulness – Equip teachers with mindfulness and SEL competencies so they internalize them. If educators see SEL as part of their identity, they naturally weave it into lessons.
2. Embed into All Disciplines – Use moments in all subjects to discuss emotion, choice, and relationships (e.g., in history, ethics; in science, environmental justice; in math, perseverance).
3. Daily Rituals – Mindful check-ins, gratitude moments, breathing breaks can be brief but frequent, so students and teachers build awareness over time.
4. Cultural Alignment – Use local practices, stories, and values. In Asia, many mindfulness or contemplative practices already exist; integrating them thoughtfully builds resonance and sustainability.
5. Whole School Approach – School climate, policies, and even physical space can reflect SEL values: safe relationships, restorative behavior approaches, and collaborative problem solving.

• What would change in your classroom if SEL was not just a subject, but a way of teaching and living each day?
• How might your existing routines — morning assembly, storytelling, group work — be adapted to build empathy, resilience, and mindfulness?
• If every subject already carries emotional lessons, are we taking advantage of those teachable moments?
• How would school culture look different if every teacher saw SEL as part of their identity, not just their schedule?
• What small shift could you make tomorrow to move from “teaching SEL” to living SEL?