Students need more than proficiency in core subjects to be successful – an increasing amount of research tells us that qualities like perseverance, active listening, empathy and good decision-making, as well as physical activity and healthy lifestyle habits, help our youth succeed both academically and in life. This has prompted more schools to become interested in integrating social and emotional learning (SEL) and movement into their school culture and curriculums.
Rooted in extensive research on the positive benefits of movement and SEL for students and school communities, the Athlos Movement and Character Program provides a robust approach to educating and supporting the whole child.
State and school district education leaders can find support for SEL programs under the federal law that governs K-12 public education policy, the Every Student Succeeds Act (ESSA). While it does not explicitly reference SEL, the law does support programming that improves school conditions for learning, peer interactions, volunteerism, community involvement and instructional practices for developing relationship-building skills. These all build social and emotional skills in students.
According to the Wallace Foundation ESSA brief and RAND Corporation study, school leaders are able to pursue three potential funding streams for SEL interventions.
The Athlos Movement and Character Program provides intentional integration of Physical Education and SEL. Its goal is to support whole child development and transform school communities through the unique combination of movement and character development.
The program includes:
- K12 Physical Education (PE) Curriculum and support resources with intentional SEL integration
- Robust SEL Lesson and Resources for use in PE, general education and school-wide
The program is aligned to CASEL’s 5 core competencies, and all PE lessons and units are aligned to the SHAPE national PE standards.
The program has been implemented, to date, in over 20 schools across the United States. Below is a summary of the resulting impact data from a subset of these implementing schools.