CONT994: Social Emotional Learning

Course Schedule

Course Description

How can educators lead with emotional intelligence while supporting every learner’s well-being? Teaching demands emotional intelligence, cultural humility, and practices that keep classrooms safe and connected. This course explores ways to create learning environments where every student can belong, regulate, and thrive.

Throughout this course, you will explore social emotional learning (SEL) grounded in neuroscience, trauma‑informed approaches, and inclusive design. You will examine the five core competencies of SEL and practice strategies for building emotional literacy, co‑regulation, and classroom routines that reduce stress and increase engagement.

You will consider Indigenous wellness perspectives, including the Medicine Wheel and Circle of Courage, to deepen your understanding of balance, belonging, mastery, and generosity. You will design tools, lessons, visuals, and group activities that align with the provincial curriculum and support multilingual and neurodivergent learners. As a culminating activity, you will create a professional development workshop or resource portfolio that communicates your SEL leadership and is ready to share with colleagues.

What You Will Learn and Do

In this course you’ll have the opportunity to

• explore how foundational SEL concepts including the CASEL competencies, polyvagal theory, and emotional intelligence shape classroom culture and student well‑being
• develop emotional literacy and regulation skills using tools such as RULER, Mood Meter, co‑regulation routines, and Indigenous perspectives on balance and relationality
• apply neuroscience‑informed practices to support emotional safety, whole‑brain integration, and brain‑aligned learning strategies
• design trauma‑informed, culturally responsive approaches that incorporate Indigenous wellness models (e.g., Medicine Wheel, Circle of Courage) to promote safety, trust, and connection
• integrate SEL into academic instruction and routines by creating lessons, visuals, group activities, and classroom systems aligned with the BC curriculum and core competencies
• use UDL principles to remove barriers and design inclusive, identity‑affirming SEL practices that support multilingual learners, neurodivergent students, and diverse cultural backgrounds
• create a PD workshop or resource portfolio that communicates your SEL leadership stance and demonstrates actionable, school‑ready practices

Application Requirements

Courses and Post-Graduate Certificates are approved by TQS for Category Upgrade. If you would like these courses to be used towards Category Upgrading, you must have a valid BC Teacher Certificate.

ECEs, EAs, and other education professionals are welcome to take the courses without Certification.

Course Materials

Accommodations

Applicants who require accommodations for a specific learning need (e.g., learning disability) within their AQ/ABQ course, should click here for further information and support.

Have a question? Contact us!

Refund Schedule

• If you drop a course by the midpoint of the course, you will receive 100% of your course fee
• If you drop a course after the midpoint, before the end of the course, you will receive 50% of your course fee

For more about our refund policies, visit our Fees & Refunds page.