SEL（社会情感学习）：为孩子的终身成长，打下最坚实的底层支撑

Behavioral Support is a School-wide Effort

SEL在VPA不是一门孤立的课程，而是渗透在校园的每一个角落。每一位教师、每一位教职工，在课堂上的每一次互动，生活中的每一次交流，都是在为学生做出情绪与行为的引导。这背后，是VPA深入骨髓的“仁爱”文化。

我们设有专门的心理老师，开设Wellness课程，系统性地围绕“自我觉察、自我管理、社会觉察、关系技巧、担当决策”五大核心能力，帮助学生完成SEL学习。

VPA的正念减压课程由维多利亚教育集团从斯坦福大学引入。目的是让学生学会关注当下，减少杂念，提升专注力。例如，当学生在上课前过于兴奋时，老师会引导大家进行几分钟的正念呼吸，帮助他们迅速平静下来，将注意力拉回课堂。

我们在教室里设置了“情绪分区”和“冷静角”。这不仅帮助老师快速了解学生的情绪状态，更重要的是，它教会孩子：情绪是正常的，当感到被情绪淹没时，可以主动去一个安全的空间，使用老师教的小工具（如正念迷宫、色彩心理卡片）进行自我调节。

Restorative Practice: From Blame to Taking Responsibility

当问题发生时，我们关注的不是“你做了什么”，而是“发生了什么”。这就是VPA独特的修复式实践。

我们引导孩子思考四个问题：

• 发生了什么事？

• 你当时在想什么？

• 谁受到了影响？

• 需要做什么才能弥补？

这让孩子从被动的“认错”转向主动的“反思”与“修复”。

根据事件的严重程度，我们采取分层响应。

我们提供反思单，低年级孩子通过画画，高年级孩子通过写作，回顾自己的行为、感受和选择，养成理性思考的习惯。同时，我们也会提供道歉信模板，教会孩子如何真诚道歉，核心是理解对方的感受，而非流于形式。

A Complete System: Before, During, and After

VPA的SEL支持是一个完整的闭环系统：

事前：每日关怀，预防优先。我们通过晨会、情绪打卡等方式，主动建立连接。

事中：修复式实践。运用四问法和三级响应，将每一次冲突转化为成长的契机。

事后：修复式行动。我们鼓励学生通过社区服务来弥补过失，例如整理图书馆图书、协助布置校园等。这让他们明白，服务是修复，而非惩罚，并重新将自己视为VPA积极的一员。

Scientific Tiering + Home-School Partnership

为了确保每个孩子都能获得最适切的支持，我们采用了MTSS三层支持体系：

第一层（普遍支持）：面向全体学生，通过班会、SEL课程和正念练习，预防问题发生。

第二层（针对性干预）：为需要额外帮助的学生提供小组干预，如情绪管理小组、社交技能小组，或由心理老师定期谈心。

第三层（强化支持）：为有个别化需求的学生提供一对一辅导、制定个别教育计划（IEP）或外部转介。

在整个过程中，我们始终保持与家长的紧密沟通，及时分享事实、修复式问题和学生的补救计划，让家长成为教育的合作伙伴，而非被动接收“意外”消息。

SEL是VPA仁爱教育的核心一环。我们致力于培养的，不仅仅是学业优秀的学生，更是懂得关爱的人、坚持原则的人、胸襟开阔的人、及时反思的人、善于交流的人。我们相信，当孩子拥有了强大的内心力量，他们便拥有了拥抱未来、改变世界的勇气与能力。

At VPA, SEL is not an isolated subject; it is embedded in every corner of the campus. Every teacher, every staff member, every interaction in the classroom, and every exchange in daily life serves as guidance for students' emotions and behavior. Behind this is VPA’s deeply ingrained culture of "Benevolence."

We have dedicated mental health teachers who offer Wellness courses, systematically focusing on the five core competencies: "Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making" to help students complete their SEL learning.

VPA's mindfulness-based stress reduction curriculum was introduced by Victoria Education Group from Stanford University. The goal is to help students learn to focus on the present moment, reduce distractions, and improve concentration. For example, when students are overly excited before class, the teacher guides them through a few minutes of mindful breathing to help them calm down quickly and refocus on the lesson.

We have set up "Emotion Check-in Areas" and "Calm-Down Corners" in every classroom. This not only helps teachers quickly understand students' emotional states, but more importantly, it teaches children that emotions are normal. When feeling overwhelmed by stress, they can proactively go to a safe space and use tools provided by the teacher (such as mindfulness mazes, color psychology cards) to self-regulate.

When a problem occurs, we focus not on "what you did," but on "what happened."This is VPA's unique restorative practice.

We guide children to reflect on four questions: 

• What happened?

• What were you thinking at the time?

• Who was affected?

• What needs to be done to make things right?

This shifts children from passive "confession of wrongdoing" to active "reflection" and "restoration."

Depending on the severity of the incident, we adopt a tiered response.

We provide reflection sheets. Younger children draw, while older children write, to review their own actions, feelings, and choices, cultivating the habit of rational thinking. We also provide apology letter templates to teach children how to sincerely apologize, focusing on understanding the other person's feelings rather than going through the motions.

VPA's SEL support is a complete, closed-loop system:

Before: Daily Care, Prevention First. We proactively build connections through morning meetings, emotion check-ins, etc.

During: Restorative Practice. We use the four key questions and the three-tier response to turn every conflict into a growth opportunity.

After: Restorative Action. We encourage students to make amends through community service, such as organizing library books or helping to set up the campus. This helps them understand that service is about restoration, not punishment, and to re-see themselves as a positive member of the VPA community.

To ensure every child receives the most appropriate support, we use the MTSS three-tier support system:

Tier 1 (Universal Support): For all students, through class meetings, SEL lessons, and mindfulness practices, to prevent problems.

Tier 2 (Targeted Intervention): For students needing extra help, providing group interventions such as emotion management groups, social skills groups, or regular check-ins with the mental health teacher.

Tier 3 (Intensive Support): For students with individualized needs, providing one-on-one coaching, Individualized Education Plans (IEPs), or external referrals.

Throughout this process, we maintain close communication with parents, promptly sharing facts, restorative questions, and the student's remediation plan, making parents partners in education, not passive recipients of "surprise" news.

SEL is the core element of VPA's Benevolence education. We are committed to cultivating not just academically excellent students, but caring people, principled people, open-minded people, reflective people, and communicative people.We believe that when children possess strong inner strength, they have the courage and ability to embrace the future and change the world.