How Social Emotional Learning is Woven into our High School Curriculum

How Social Emotional Learning is Woven into our High School Curriculum

by | May 30, 2024 | Curriculum, High School

by Marina Budrys | High School Faculty Member

Behind S.E.L or Social Emotional Learning rests the idea that humans undergo a process of learning how to develop healthy social relationships from birth onward and that there are key elements that contribute to a meaningful life. When I was young, this program was called hanging out with the neighborhood kids, finding a compromise with my sister about the game we would play, or feeling guilty about something I said at school and vowing to be different. It was reading novels in school where “bad” characters got rejected and hearing stories where being kind and loving paid off. It was being called in during recess by my class teacher to have a conversation with someone whom I caused to feel bad. Social Emotional Learning was not a program but rather experiences in life that made someone, albeit slowly, a better person.

In this current moment, where humans ages 13-18 spend an average of seven hours a day on their devices, that natural time to learn how to be a socially responsible human has dwindled.[1] Young people just don’t spend that much time together anymore and the result is that they don’t build those skills of compromise, of self-awareness, of responsible decision-making. Was it easy for me to learn many of those things as a young person? Absolutely not. Those are hard lessons, but they are also some of the most important for a successful and fulfilling life.

While that social development time has dwindled for many, Waldorf School of the Peninsula’s philosophy has always, and will always, center around social development. At the core of our philosophy is the intention to educate social beings. What is now called “Social Emotional Learning” is embedded in our curriculum/approach from our nursery program all the way through high school.

While it may be tempting to associate S.E.L. solely with sessions in Bridget Kenevan, our school counselor’s office, WSP’’s approach extends far beyond that. From Eurythmy sessions to field trips, class meetings, games, and even Spanish classes, opportunities for S.E.L. abound throughout our curriculum. Allow me to provide some specific examples of how the core principles of Social Emotional Learning are integrated into our high school humanities program.

Empathy work is encountered in all novel-based classes. In 9th grade, students read Frankenstein by Mary Shelley and take on the perspective of being a rejected outsider as well as the rejector. Jumping into the victim’s shoes as well as the perpetrator’s shoes is important for understanding the dimensions of being human.

In 10th grade Historical Fiction, students interview their family members to discover their story. By adding a historical perspective, they expand the world they originate from. Their presentations build confidence, self–expression, and deepen relationships.

In 11th grade, student’s follow Parzival’s journey by mirroring his questions with questions of their own through journaling. They self-reflect deeply through questions such as the following: Do you know of anything your parents experienced that have directly shaped the way they chose to raise you? What parts of your parents’ biographies appear to influence your identity? Who are you without your parents? Who are you when all of the material comforts are stripped away? Why does suffering seem necessary for growth? What teachings have you received from people in your life that you are ready to leave behind? What teachings or ideas are taking their place? What behaviors do you want to rid yourself of? The contemplation of these and more questions culminate in a week-long trip that countless graduates credit as having changed their life.

In 12th grade, students study a complex subject that many adults have a hard time talking about: Israel and Palestine. They develop their ability to really dive into each perspective. Instead of only critically thinking about the complex conflict, they engage in relational thinking, expanding their ability to hold two truths at once.

These tenets are encountered again and again, and by the time students graduate from 12th grade, their ability to articulate themselves, understand others, work with others, and be socially responsible is unparalleled. When S.E.L came out as a program to be added to schools, our teachers looked and saw what Waldorf had been working with for decades. I would go so far as to say that Waldorf education is the best social emotional education in the world. It just takes twelve years, give or take. If you don’t believe me, come and talk to our 12th grade class.

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[1] Inc., C. T. (2024, February 24). Average screen time for teenagers in 2024. COSMO Technologies, Inc. https://cosmotogether.com/blogs/news/average-screen-time-for-teenagers-in-

Images: A student on the 11th grade Parzival trip (top); Student work from the the eleventh grade Parzival block (left).

Shaping Success: Exploring High School Physical Education with Marina Budrys and Liam Metzger

Shaping Success: Exploring High School Physical Education with Marina Budrys and Liam Metzger

by | Apr 25, 2024 | Alumni, Alums, Curriculum, High School

by Melanie Ingler | Communications Coordinator

At WSP, we are fortunate to have two alums of our school serving as physical education teachers. Liam and Marina bring with them rich backgrounds in physical fitness and athletics, coupled with a deep passion for cultivating our students’ growth in these areas. Liam teaches our ninth and tenth grade PE classes, while Marina leads our eleventh and twelfth grade classes. They recently provided insights into WSP’s Physical Education that I am excited to share with our community. 

WSP’s PE curriculum is designed to enhance students’ understanding of movement and spatial awareness through age-appropriate activities, empowering them to apply these skills throughout their lives. Emphasizing a social component in these activities fosters self-awareness in movement, space, and group dynamics.

In ninth grade, the curriculum places a strong emphasis on activities that cultivate courage and inner focus by challenging students to overcome obstacles. With students coming from a variety of backgrounds and movement experiences, the class begins with simple activities to quickly engage everyone and transition into gameplay. A popular introductory game is “pillow polo,” resembling field hockey, which helps students enhance their hand-eye coordination. Throughout the year, students develop their concentration skills, enabling them to progress to more complex sports like volleyball, basketball, football, soccer, baseball, ultimate frisbee, and street hockey. An important element of this year is the principle of respecting each individual’s starting point, fostering an environment in which students unite to explore new experiences together.

Once students move into tenth grade, the classes revisit the sports introduced in the previous year, benefiting from an additional year of practice that enhances their hand-eye coordination and deepens their ability to focus and engage in each sport. With familiarity comes faster recall of the rules, enabling the group to dive into activities more swiftly and confidently.

In these first two years of the high school PE program, the goal is group work –  to learn how to be teammates while getting more comfortable with movement and coordination. 

Transitioning into eleventh grade, the physical education program undergoes a shift towards a deeper understanding of body mechanics. Students explore how muscles function and provide support, refine their breath control during exercise, and enhance overall body awareness. Alongside traditional sports, they delve into personalized activities such as yoga and weight training, aiming to strengthen the mind-body connection essential for lifelong functional movement. This foundation not only promotes current fitness but also helps them learn to prevent future injuries. 

In the twelfth grade the students participate in much of the same activities as the prior year, but with more confidence and experience. Now they will start to make more independent choices and create their own weight lifting routines. They also learn more deeply what movements affect their specific bodies and in what ways. 

In these last two years of high school, the students move from competing against one another to being their own competition. In most of our lives, people sit so much. We want our students to get outside, get their heart rates up and get moving. We hope that through these experiences they will learn what they enjoy, and take it forward into the next phase of their lives – both in being physically active, but also growing their social awareness. 

Like all of our programs, WSP’s high school physical education classes seek to meet the students where they are developmentally and support them in their growth. Over the four years, we hope our students will develop and strengthen their cardiovascular abilities, strength, mobility awareness, and individually improve in ways such that they find movement joyful and fun.