SEL Awardee

Loueva Smith

Erie Elementary Charter School
Chicago Public Schools
Chicago, IL
“This student-led SEL project is designed to engage students in identifying and investigating a school community need, explore solutions, and plan and implement a sensory hallway and self-regulation areas using research-based designs. Students will read literature and discuss its content, reflect on their own self-regulation tools, come up with questions to better understand others’ self regulation tools, and conduct primary research about self-regulation techniques used across campus by performing interviews with staff and students. Through this exercise, students will learn about Second Step calm down strategies to design and implement a sensory hallway and cool down regulation zones open to all students.”
Tags: Collaborative Learning, Culturally Responsive Approaches, Curriculum, Elementary School, ELs, Measurement, Middle School, Mindfulness, Project-based Learning, Racial, Gender and/or Social Justice, Restorative Practices, Student Engagement, Student Leadership & Voice, Students with Disabilities, Teacher, Teacher Leadership, Traditional Public School, Trauma-Informed, Urban, Use of Space