Social Emotional Well-Being

Research shows that there is a clear connection between social-emotional learning and academic success. Therefore, the East Rochester Union Free School District continues to prioritize the social-emotional well-being of our students and staff during transitions back to school and for as long as necessary to appropriately support student needs. We are committed to creating a systemic approach that integrates social-emotional learning into all aspects of instruction in an effort to create safe and supportive learning environments. 

All students are provided with regular, age-appropriate social-emotional learning opportunities using various resources including but not limited to Second Step. The purpose of this instruction is to assist in students’ development of the five core competencies as identified by the Collaborative for Academic, Social and Emotional Learning (CASEL): self-awareness, self-management, social awareness, relationship skills, responsible decision making. 

The Student Support Services team, made up of school counselors, psychologists, a social worker, school administration and the school nurse, meet regularly to discuss resources and referrals to address mental health, behavioral, and emotional support services and programs for students. In addition, this group along with other school and community stakeholders will continue to review, inform and adjust the comprehensive developmental school counseling program plan to support all students and serve as a roadmap for our staff and families. 

The East Rochester Union Free School District has expanded its partnership with Rochester

Regional Health and the Genesee Mental Health Center to address and support student mental health needs throughout the school year. Genesee Mental Health Center continues to operate its district based satellite mental health clinic, staffed by certified clinicians, five days per week. In addition to providing support to our students, the RRH Program Coordinator and District staff members meet monthly to assure compliance/satisfaction, monitor referrals/caseloads and maintain open communication; and will even provide ongoing professional learning opportunities for faculty and staff. 

The administrative cabinet along with the mental health team and administrators use regular staff communications to model and reinforce SEL as students have transitioned back and plans for implementing SEL throughout the year. 

Finally, the district recognizes the need to prioritize the social-emotional needs of our faculty and staff so that they may in turn support our students and families. We have focused on cultivating educator resilience through development of daily habits and dispositions that will help educators thrive. The district provides regular, ongoing professional learning opportunities for faculty and staff on how to talk with and support students during and after the ongoing COVID-19 public health emergency, as well as provide support for developing coping and resilience skills for students, faculty and staff.