The LFCDS social-emotional learning curriculum is designed to enable and foster core skills in every division through myriad delivery systems. The various SEL delivery systems lend themselves to creating opportunities for students to gain awareness and take charge of themselves, which cultivates the ability to adapt and ultimately leads to the understanding that they have the capacity to shape and direct their path. The School uses a universal language around social and emotional competencies, which allows faculty and students to develop a clear sense of purpose and understanding.
In the Early Childhood and Lower School (age 2 through Grade 4), teachers create classrooms that are responsive to children’s physical, emotional, social, and intellectual needs through developmentally appropriate educational experiences. Teaching practices include morning meetings, rule creation, interactive modeling, positive teacher language, logical consequences, guided academic discovery and academic choice.
In the Upper School, students are placed in a group of 8-10 students which is led by a faculty advisor. These groups meet daily and provide a forum for students to build and grow the five core competencies of SEL: self-awareness, social awareness, self-regulation, relationship skill, and responsible decision-making. Group discussions, group process, group activities, exploration and definition of character traits and time for reflection all serve to activate awareness around core competencies and ultimately build skills in this domain.