Chester Elementary School

By Jane Cavanaugh, Social Worker

The Chester Code, “We promise to be responsible, respectful, safe, and prepared,” sets the expectation for behavior and the tone for a positive school climate. To support this code, every class experiences instruction in a subject called SELF (Social and Emotional Learning Focus). SELF is Chester’s K-6 curriculum that teaches social and emotional skills such as knowing and managing emotions, understanding interpersonal relationships, empathy and caring, and social problem-solving. These features, from the bulletin board to the curriculum, are components of Chester School’s social development program.

In 1996, Chester began its formal social-development journey during staff workshops focused on student behavior. As the staff talked and reflected, they realized they had many concerns about students’ emotional health and social skills.

Principal Hank Stockmal says: “As a school we felt we were continually striving to improve the academic success of our students, and their academic achievement demonstrated our effectiveness in this area, but we needed to better bridge the gap between academics and the social and emotional needs of our students. We wanted our school to be a calmer, gentler place, where interpersonal relationships and interactions showed respect, responsibility, and caring.”

Karin Kline, 2nd-grade teacher at Chester Elementary School, engages students in a lesson from the SELF program.

A pilot curriculum was developed and implemented in kindergarten through third grade. Pleased with the initial results, teachers began working on a curriculum for grades four to six. To assist with this effort the school received grants from the Connecticut Center for School Change (CCSC). Partnership with CCSC allowed Chester to develop a multi-faceted social development program with curriculum development as one component. To develop the curriculum, teachers working in teams used commercial curricula and integrated literature, previously taught lessons, videos, puppets, and games. Specific lessons are taught by classroom teachers at each grade level. Lessons to reinforce social development are also taught in art, music, and gym. Homework and extension activities carry the lessons learned in SELF to parents.

Now that SELF has been fully implemented throughout the school for four years, what do teachers, students, and parents think of it?

Teachers agree that although SELF takes up some valuable classroom time, the net result is less time spent on discipline and social issues and more teaching time. Fifth-grade teacher Hilary Evans says: “There used to be so many discipline issues going on in the classroom that I had to take time out to talk about them. I spent far more time doing that than on the SELF program.”

Students notice the difference, too. Fifth grader Ben states: “While playing kickball, third and fourth grade boys used to yell and fight. Now we know not to take our anger out on other people.”

A parent of a fourth grader shares: “We feel SELF has been an excellent program—my children and I have learned a lot. I use ‘Stop, Think, and Go’ all the time at my job as well as at home.”

SELF helps support the positive ethos of Chester Elementary School. We welcome you to visit and learn more about our story by contacting Chester Elementary at (860) 526-5797.