Social Emotional Learning

Addy Bethe ~ social emotional learning specialist (SELS)

I believe listening is more valuable than talking.

I believe a sense of humor is a must, but you might hear the same joke again & again.

I believe pie is better than cake, especially freshly baked.

I believe that most problems can be solved by coming together with an open mind.

I believe books are better than the movie.

I believe laughter should be on our “to do list”, every day.

I believe in super powers, & the little kid in me still hopes to be able to fly.

I believe eating dinner as a family is truly a gift.

I believe tea is better than coffee, iced or hot.

I believe that spring and fall are the best seasons, as they are full of color.

I believe that every child is good, & that I have the responsibility to teach them through example.


I am so excited to join the Witt school community this year.  I come with over 20 years of experience supporting mental health, from private practice to school counseling and now as your social emotional learning specialist.  Below you will find information about social emotional learning. 


Social and emotional learning (SEL) describes a set of competencies and skills that enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges.

Jeffco Public Schools has adopted the five core components of social and emotional learning outlined by the Collaborative for Academic, Social, and Emotional Learning (CASEL).


    • Self-Awareness
    • Self-Management
    • Social Awareness
    • Relationship Skills
    • Responsible Decision Making (CASEL, 2017)

SEL takes place within the context of safe, participatory school, family, and community environments that support children’s development and provides opportunities and recognition for successfully applying these competencies.

This approach promotes intrapersonal, interpersonal, and cognitive competence.

The reviews indicate that SEL programs:

  • Are effective in both school and after-school settings and for students with and without behavioral and emotional struggles.
  • Are effective for racially and ethnically diverse students from urban, rural, and suburban settings across the K-12 grade range.
  • Improve students’ social-emotional skills, attitudes about self and others, connection to school, and positive social behavior; and reduce conduct problems and emotional distress.
  • Improve students’ achievement test scores by 11 percentile points.


  1. Self-awareness: This is the student's ability to accurately recognize emotions and thoughts and the influence of emotions and thoughts on behavior. Self-awareness means that a student can accurately assess his or her own strengths as well as limitations. Students who are self-aware possess a sense of confidence and optimism.
  2. Self-management: This is the ability for a student to regulate emotions, thoughts, and behaviors effectively in different situations. The ability to self-manage includes how well the student manages stress, controls impulses, and motivates himself or herself. The student who can self-manage can set and work toward achieving personal and academic goals.
  3. Social awareness: This is the ability for a student to use "another lens" or another person's point of view. Students who are socially aware can empathize with others from diverse backgrounds and cultures. These students can understand diverse social and ethical norms for behavior. Students who are socially aware can recognize and know where to find family, school, and community resources and supports.
  4. Relationship skills: This is the ability for a student to establish and maintain healthy and rewarding relationships with diverse individuals and groups. Students who have strong relationship skills are able to listen actively and communicate clearly. These students are cooperative while resisting inappropriate social pressure. These students have the ability to negotiate conflict constructively. Students with strong relationship skills can seek and offer help when needed.
  5. Responsible decision making: This is the ability for a student to make constructive and respectful choices about his or her own personal behavior and social interactions. These choices are based on consideration of ethical standards, safety concerns, and social norms. They respect the realistic evaluations of situations. Students who exhibit responsible decision making respect the consequences of various actions, the well-being of themselves, and the well-being of others.


Please reach out to me with any questions, needs for resources and if you just want to talk about all the crazy stuff that is happening in the world today.  I am here to help kids with their emotions and teach things like coping skills, organization skills and goal setting. 

call me at 303-982-9331,

email me at:

Fill out this google form:  SELS contact request form

I hope we connect soon!

Addy Bethe

Website by SchoolMessenger Presence. © 2021 Intrado Corporation. All rights reserved.