Most elementary educators will recognize opportunities already in place for students to practice these competencies, but just like we intentionally plan for explicit instruction, independent practice, and reflection in our academic teaching, so must we in social emotional teaching. Advisory structures can offer an intentional, protected time for students to grow the following competencies:

• Self-awareness
• Self-management
• Social awareness
• Relationship skills
• Responsible decision making

The Collaborative for Academic, Social, and Emotional Learning (CASEL) recommends 1) expicit teaching of social emotional skills 2) integration of social emotional learning with academic curriculum and 3) teacher modeled practice. Advisory time provides a perfect opportunity for these recommendations to happen.