Lower Schools
Lower School for Girls

Social-Emotional Learning


Through programs such as Responsive Classroom, Second Steps, and Steps to Respect, girls build their social competencies, practicing cooperation, collaboration, assertion, and empathy. This interactive curriculum provides girls with explicit instruction on applicable problem-solving strategies to understand the importance of doing the right thing. Proactive teaching promotes the ability to identify emotions and further stretch each girl’s emotional intelligence.

Philosophy: Responsive Classroom
“The Responsive Classroom approach is a widely used, research-backed approach to elementary education that increases academic achievement, decreases problem behaviors, improves social skills, and leads to more high-quality instruction. The Responsive Classroom approach is a way of teaching that emphasizes social, emotional, and academic growth in a strong and safe school community. The goal of the Responsive Classroom approach is to enable optimal student learning. Developed by classroom teachers and continually refined to meet schools needs, the Responsive Classroom approach is based on the premise that children learn best when they have both academic and social-emotional skills.” – Responsive Classroom

Philosophy: Second Steps
“The Second Step program is designed to improve children’s skills in three general areas. Each unit covers one of these areas. Children first learn the empathy skills needed to identify emotions and to recognize possible causes of the emotions that occur in their interactions with others. Then they learn to respond to social interactions thoughtfully rather than impulsively. To do this, they learn problem-solving steps that promote a neutral rather than hostile orientation toward peers.” – Committee for Children

Steps to Respect
“Teaching social-emotional competence has been found to be an important ingredient in effective bullying prevention that also supports children’s healthy development. Social-emotional skills are key components in tackling the bullying problem. Teaching these skills not only promotes a safe and positive climate within schools, it creates healthy children who are ready to learn.” – Committee for Children