The development of social and emotional as well as cognitive skills has been called “the missing link” in school leaders’ preparation (Patti,Senge, Madrazo, & tern, 2015).

SEL is used interchangeably with EQ, in the educational field.

Social And Emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. (CASEL, 2005). Principals Of  Emotional Intelligence!


Thrive in EQ is a Social Emotional Learning program that transforms schools to create an Emotionally Intelligent School culture by putting EQ into action.

Assists teachers as changemakers and students as action takers. Delivers Schools a complete step by step SEL blueprint program in supporting students to be more effective by increasing emotional intelligence.

Partnership with School-family providing ongoing support through trainings, Workshops, Professional Development, insights, tips and tools of the 21st century skills to thrive in School, at work, and in life.

Provides support using a simple and practical 3 step EQ model to put EQ into action. Creating an inclusive School culture on Respect, Grit, Responsibility, and Resiliency.

Integrates a weekly SEL lesson proven to increase academics and life success. Students actively practice EQ to learn skills of social skills, collaboration, self-awareness, emotional literacy and social problem-solving.

Equips Schools to be more effective in elements of Social-emotional learning with essential EQ foundation in 3 key areas, EQ Development, Extend EQ into classrooms and Integrate EQ into the School.

Schedule A Free Consultation To Learn More!

To effectively implement SEL, and teach the essential skills of EQ, Thrive in EQ developed core principals in 3 benchmarks areas for a EQ school!

All People learn & practice EQ through ongoing support, trainings and PD workshops.

EQ extended to support academic learning. Weekly SEL lesson taught for students to actively practice EQ through curriculum, training, role-playing, student led activities and discussions. 

EQ used for positive classroom communities, EQ models visible in schools (3 Steps to put EQ into action).


landmark review (pdf) of over 213 social and emotional learning interventions including over 270,034 kindergarten through high school students found that those students who receive SEL instruction not only had more positive attitudes about school, they also improved an average of 11 percent on standardized achievement tests compared to students who did not receive such instruction. Fewer disruptive behaviors and improved attitudes and behaviors of reduced reports of depression, stress, and anxiety from students and counselors.


(Better Together)

Schools strive to build a strong academic foundation delivering an academic program to Improve intelligence Quotient (I.Q.).

As you know, I.Q. alone does not prepare children and adults with 21st century skills to be successful in School, at work, and in life. To develop the whole child, we also need to improve Emotional intelligence (Emotional Quotient or E.Q.).

To create a well-rounded education and effectively teach emotional intelligence, Schools implement Thrive In EQ, a Social-Emotional Learning Program.

Videos from Teachers on SEL integrated in classrooms

Videos from a student’s perspective on SEL

Why Thrive In EQ is Needed In Schools & How It’s Different Than Other SEL Programs

The World Economic Forum has identified EQ as one of the future workforce. 6 out of the Top 10 skills identified involve social and emotional competence. According to the Harvard University “Pathways to Prosperity Project” study in 2011, U.S. employers are increasingly seeing students graduate from college unequipped to survive in the 21st century workforce. Specifically, they are “deficient” in skills such as critical thinking, problem solving, creativity, and communication.

Stress, Anxiety and depression is on the rise, and it is growing. Not only with adults, but children and youth are struggling and don’t understand the link between their emotions and learning. It is affecting students in brutel ways, socially, emotionally and academically.

Schools are making it a priority for students to learn about EQ through the process of Social-Emotional Learning because it plays a key factor in Mental Health, Behavior, Connection and Academics!

Click below to learn more how  THRIVE IN EQ is different than other EQ/SEL programs and needed in Schools for Adminstrators, Workplace, Students, Teachers and Parents!


To equip children and youth with the essential strategies to practice emotional intelligence in daily life.  Thrive In EQ provides training to implement a complete Social-Emotional Learning Program to integrate in schools, at home and in the classrooms. Over 62+ lessons from Six Seconds EQ Network. In addition, training to the Zones Of Regulation Curriculum by Social Thinking as a Tier1 SEL Curriculum at your school.  

Thrive In EQ is in alignment and supports Casel 5 Competencies Model.

What skills is taught:

Emotional intelligence skills — developed through a process called “social emotional learning” (SEL).

Studies suggest if we want many more children to lead fulfilling lives and productive lives it’s not enough for schools to focus on academics. One of the most powerful and cost effective interventions is to help children develop core social and emotional strengths in 5 core SEL competencies.

  • Self-Awareness
  • Social-Awareness
  • Responsible Decision-Making
  • Relationship skills.
  • Self-Management

There is overwhelming evidence that our children are facing major social, emotional and mental health obstacles to succeed in school. Learning these 5 SEL core competencies improve students relationships to their School and community and broader world.

How Can I Help?

Tabatha is a Certified Emotional Intelligence Practitioner who specializes in helping Schools create a EQ foundation to improve mental health, academic performance and behavior in Schools.

Tabatha utilizes the research proven methodology from Six Seconds (the global leader in emotional intelligence development) to leverage emotional intelligence as a catalyze for professional and personal development.

Tabatha’s passion lies in being a Social Emotional Learning Consultant for Schools. Her profession experience working in schools providing Speech and Language Therapy and Transition Career Services have given an additional edge to her coaching approach.

She equips School’s with proven-best-practice 21st Century resources on the latest brain science and emotional literacy from the Scientists and Pioneers of Social-emotional learning through her program called “Thrive In EQ”

Thrive In EQ is a complete step by step blue print Social Emotional Learning Program. Creates a EQ foundation in the classrooms and throughout the school so kids can thrive emotionally and academically

Lets get started helping students thrive socially, emotionally and academically today!

How will you implement the Thrive In EQ Program?

I have three different levels of teaching options to implement program in your School.

Each designed to teach and implement Social and emotional learning competencies in your school’s culture and climate.

  1.  Thrive Program is facilitated by Tabatha Marden at your school (depends on location). Tabatha teaches SEL/EQ in classrooms, small groups, Admin and Teachers (School’s discretion) putting EQ into action from start to finish.
  2. eLearning training to Administrators. Due to Covid-19 can conduct training online. Tabatha will partner with Administrators and Educators on coaching digital course how to implement EQ/SEL in school’s culture and climate. To support academic instruction and classroom management.


What is Social Emotional Learning and Emotional Intelligence?

SEL is a process for developing social and emotional skills – also called emotional intelligence, or EQ. SEL is used interchangeably with EQ, in the educational field.

EQ simply means, “being smarter with feelings,” and it includes specific, learnable, measurable skills. (Josuha-6seconds).

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Specific social-emotional skills like self-awareness, self-management, empathy, perspective taking, and cooperation. They are lessons in Emotional Intelligence aka (EQ,EI). In short, getting smarter with your feelings.

Emotional intelligence is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. Mayer & Salovey, 1997.

As humans are predominantly social, understanding emotions in oneself and others is an important skill to have, and a good part of the brain is devoted to that effort.

As such, emotional and social development are tightly linked to one another. Another key component of emotional development, namely emotion regulation, is not less crucial to socialization. In social activities (e.g., being at school), it is often necessary to control emotional reactions, either positive (e.g., excitement) or negative (e.g., frustration) in order to accommodate to norms and goals. Therefore, the development of executive control is central to emotion regulation.

Social-Emotional Learning as described at

I’m a strong believer in Social Emotional Learning and teach all my students and clients how to gain self-awareness of our social behavior as its determined by our social cognition.  SEL has a large affect in how we think and problem solve in situations. Emotional Intelligence skills provides the skills for children and adults to navigate in a complex world.!

What SEL/EQ Curriculum is taught in classrooms?

Its up to school discretion how they will implement the lessons Thrive In Emotional Intelligence Program. It is set u for teachers to use with entire class and be able to  participate without any extra work or planning time.

All activities are very interactive and engaging for students. Includes, activities and videos to teach and model each lesson.

Thrive Program is designed create an atmosphere where academic performance can thrive, where more positive adult to student and peer to peer relationships flourish. Fewer problems arise, and were lowered stress leads to improved grades and test scores.

I use and recommend the Self-Science EQ curriculum by Six Seconds. It is researched-based and aligned with common core standards and creates a School-wide culture of EQ. When effectively implemented, Self-Science creates a powerful shift because it provides a way for Students to come to that “aha moment” where they clearly see their own choices and the alternatives.

Self-Science curriculum is flexible, can be taught weekly, incorporated into homeroom or advisory periods, or even used within academic classes as supplemental lessons (great for Subs) to have and teach. The lessons can be modified and framed to your own teaching style and needs of your students. For example, I modified the EQ lessons in my SEL program to strengthen EQ skills I created in the Thrive in EQ model (Empathy, Mindset, Action) you choose your thoughts, feelings and actions and that changes the world around you.

Self- Science teaches Students the study of relationships and to observe ourselves and our choices using the skills of the scientific method – it’s the science of ourselves. For example, students will learn more about making positive decisions, communicating with peers, and managing stress. The curriculum is unique, in that, its lessons are not lecture, but experimental based; its lesson framework is student centered, meaning students are actively participating, pose questions and create solutions to problems. Empowers students by giving them choices about emotions, what they, think, feel & do. Together Students and Teachers build awareness, optimism, collboration, humanism, which greatly reduces destructive behavior whicle also increasing academic performance.

In one study, 100% of the teachers said Self-Science increased cooperation and improved classroom relationships, 75% said after using the program, both violence and “put downs” decreased, plus students became more focused and their achievement improved.

Self-Science is most powerful when the concepts are also part of conversations at home and at school.

Example Of A Self-Science Lesson:

Lesson 9: Killer Statements/Watch Your Words

Focus: Respect

National Standard: Give examples of the role of institutions in furthering both continuity and change.

Description: Through this lesson, students will have a new awareness of the power of words to make one feel better or worse. This lesson will introduce students to the phrase, “Killer Statements.” Killer statements, both verbal and non-verbal, are either words or phrases that hurt, criticize, demean, or reject either one’s self or others. For example, “You’re stupid!” or, “I’m such a loser!”

Approximate Duration: 45 minutes

Objective(s): By the end of this lesson, students will: • Understand and comprehend the term “killer statements” • Can define the term “respect” • Give specific examples of a respectful action • Be more able to communicate in a respectful way


Self-Science journal • Post-it notes • Pencil and paper • Chrysanthemum by Kevin Henkes

Introduce the term “killer statements” by sharing a personal story about the hurt and rejection you felt when a friend began calling you despised nickname, perhaps because of a physical attribute. Ask for other examples from the class (e.g., four eyes for wearing glasses, metal mouth for braces, etc.). Discuss the emotions that might be generated by the use of these labeling terms.
Then read aloud Chrysanthemum (or another book, or show a brief video clip where killer statements are being used). Ask students to hold up a finger each
Self-Science Getting Started with Social Emotional Learning PAGE 32 Tab 3: LESSONS
time they think they hear a killer statement. At the end of the reading, tell the students how many killer statements there were in the story or video and have the students will compare their number to your count.

Have students break into small groups or pairs and discuss the story (or video) and write at least five killer statements they heard, one per Post-it note. Then they should add at least five killer statements that they have heard at home or school or on the playground, again, one per Post-it.
Put a continuum on the board or wall from 1/mild to 10/terrible. Ask the students to decide, in their groups, the seriousness of each killer statement and to put these words or phrases on the continuum as they see fit.
Discuss the continuum. Did any groups put the same killer statement in different locations on the continuum? What does that tell us? Are there certain terms or expressions that show up more frequently on the wall? What does that tell us?

Next, discuss:

How does it feel when someone says a killer statement to you?

What is disrespect, and how does it feel when someone disrespects you?

What is respect? How does it feel when someone respects you?

Explain that killer statements break respect.

Ask each student to choose one Post-it that they recognize as something they have said or done, and have them remove the Post-it from the wall. In small groups, have them discuss what they could do and say instead that would be respectful and kind.
Discuss what would happen if we chose to stop using these killer statements. If the students agree to stop using their favorite comments (the one each chose), have them tear up the Post-it and throw it away.
Discuss what would happen if ALL these were eliminated from our class, our school, or even the whole community. If the students express that they wish
Self-Science Getting Started with Social Emotional Learning Tab 3: LESSONS PAGE 33
they could eliminate these killer statements, invite them to take all the Post-its, tear them up, and throw them away.

Ask: How does it feel to get rid of these killer statement Post-its?

In their Self-Science journals, have students write: • A killer statement is_________. When I hear them, I feel______. • Respect means _____________. When someone respects me, I feel ________.

In your journals, write down three times where you wanted to, or actually did, use a killer statement. What could you do or say instead that would be more respectful?

Conclusions: Sometimes, when we are angry or upset, it’s difficult to avoid making killer statements. When that happens, what should we do? What are some words or phrases that you used in your apology letters that might help make the situation better?

In our society it is “normal” to use killer statements. However, in Self-Science, and perhaps in your classroom and school, it is critical to create an environment that is better than “normal.” If we’re going to create an opportunity for deeper honesty and greater courage, it will take extra effort to increase safety and reinforce trust. Eliminating killer statements and increasing respect is an excellent beginning.


A “respect” continuum can be created as well. What words and actions show respect? Make a continuum similar to the “killer statements” line. These can be posted on a string and hung in the classroom. •

More ideas for books / stories that can be used in place of (or in addition to) Chrysanthemum are listed on this web site:

Following this lesson is an opportune moment to re-introduce the topic of agreements. Are there other agreements we choose to make as a class?

 Thrive In EQ Program includes 3 Modules of Emotional Intelligence Development: (A detailed step by step action process is shared upon 1 on 1 strategy call)

To effectively implement social emotional learning, and teach the essential skills of emotional intelligence, Best practices in three key “strands”:

  • Everyone in the school is developing their own EQ skills
  • EQ is integrated into the classrooms to enhance academic learning
  • The whole school uses EQ to build a thriving learning community

Program can be implemented in classrooms in small groups, splitting students up in groups. Small groups are designed to learn collaboration skills, boost self-esteem, social skills, increase peer relations and build Emotional Intelligence skills by learning how to control our emotions smarter to succeed in society.

Engaging and inspiring resources are taught by modeling and demonstrating skills in small groups of real-life situations, such as in, classrooms, work, recess, communities, with peers and adults. Focus is to make and maintain a  positive school climate.

I created a Peer Mentoring Group Program called “CONNECT” for small group settings, before or after school, at lunch, during life skill class etc. Schools discretion when to schedule groups. Any student can attend, and sessions will be planned according to each group’s specific need. Students are not removed from general curriculum. Sessions are held in a quiet setting, location should be in a environment away from distractions such as i.e. (conference room, outside table area, empty room, teachers classroom etc.).

To learn more visit link below.

What is included in the Thrive Program Training for Administrators?

To effectively implement social emotional learning, and teach the essential skills of emotional intelligence, Best practices in three key “strands”:

  • Everyone in the school is developing their own EQ skills
  • EQ is integrated into the classrooms to enhance academic learning
  • The whole school uses EQ to build a thriving learning community

In addition:

  • A developmental, research-based methodology for teaching the skills
  • Processes for integrating SEL skills and concepts into the classroom
  • Methods for making the SEL vocabulary and skills part of the school culture
  • School climate that supports students, faculty, and parents
  • Leadership team committed to a sustainable approach to school-wide SEL
  • Assessments to deepen awareness, guide instruction and provide accountability for SEL interventions
  • Apply self-science and emotional literacy in their day to day interactions with students
  • Deepen their own emotional Intelligence be more insightful, connected and purposeful

A step by step action process will be sent to you upon strategy 1 on 1 call. Please fill out contact form on website to schedule.

What is the Evidence/Research to implement Social Emotional Intelligence in schools for Administrators, students, teachers and parents?


SEL skills are the foundation for highperforming students, classrooms, and schools (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). A meta-analysis of 213 school-based SEL programs, with over 270,000 students, revealed an 11% point gain in academic achievement in schools with well-implemented SEL programs (Durlak et al.,2011). In addition, students who participated in high quality SEL programs were at significantly reduced risk for substance abuse, absenteeism, and other problem behaviors. Students were shown to exhibit more pro-social behavior and less emotional stress.

Decades of research have now shown that emotional intelligence and SEL are strongly linked to academic retention, avoidance of risk behaviors, and enhancement of health, happiness, and life success (Elias et al., 1997). Evidence exists that SEL can accelerate student learning by increasing students’ intrinsic motivation to achieve, their ability to be attentive and engaged in their work, their satisfaction with learning, their sense of belonging, and their desire to work cooperatively with other students (Bridgeland, Bruce, & Hariharan, 2013).


While evidence has long existed that successful leadership in the global business community is linked to emotional intelligence competencies (Goleman, 1995; Freedman, 2010, 2012) this correlation has not always been evident to educational leaders. As an understanding of the components of school climate grows, leaders in the educational field are realizing that school reform and change requires educational leaders who develop their own social emotional competencies, which, in turn, enables them to transform others (Patti, Senge, Madrazo, & Stern, 2015). School administrators are beginning to appreciate the value of SEL in creating classroom and school climates that are socially and emotionally safe and academically challenging. The
development of social emotional as well as cognitive skills has been called “the missing link” in school leaders’ preparation (Patti,Senge, Madrazo, & tern, 2015). With this preparation, school administrators can be most effective as transformative leaders. Educators are recognizing the importance of
SEL school-wide initiatives directly instituted and supported by administrators. Administrators are adopting best practices that include school
SEL leadership teams, SEL professional development and support for all staff, a focus on and measurement of classroom and school climate, EQ assessments for youth and adults, and integration of SEL into whole-school community, including parents.


SEL competencies are important for student achievement, motivation, and school engagement. They are also critical ingredients for
supportive teacher-student relationships; for classroom management; and as a solution to teacher burnout (Jennings & Greenberg, 2009;
Jones, Bouffard, & Weissbourd, 2013). SEL is most effective when it begins “from the inside out,” with teachers deepening their own competencies, forming deep and quality relationships with students and modeling SEL behaviors and attitudes for their youth. According to Shriver and Buffett (2015) the relationship between teacher and student is strengthened when teachers focus on their own SEL skills. The Missing Piece Report warns
that to the extent that we ignore SEL, we are disengaging both teachers and students from learning and from contributing to a thriving learning community (Bridgeland, Bruce, & Hariharan, 2013).


Successful students develop outcomes associated with SEL competencies, such as resilience, tenacity, perseverance, and positive academic mindsets.
Researchers at Six Seconds have shown that students who develop their SEL competencies will have higher scores for good health, relationship
quality, personal achievement, life satisfaction, and selfefficacy (Jensen, Fieldeldey-van Dijk, Freedman, 2012). Students with SEL skills also exhibit broader social emotional competencies such as interacting with diverse individuals and groups in socially skilled and respectful ways. They also contribute responsibly to their family, school, and community. While the emphasis historically has been on student achievement, experts in SEL are emphasizing the school as learning organization (Senge et al., 2000), and the importance of all stakeholders becoming socially and emotionally
adept. As Brackett (2015) has said, “everyone with a face” needs to be invested in an SEL school.


SEL is a comprehensive approach as it involves all the stakeholders of a school organization, including teachers, administrators, counselors, and students. Moreover, it must include parents. Putting the parents front and center is one key component of SEL best practices. When parents can use and teach a common language based on emotions, SEL is modeled and reinforced at home. With EQ skills, parents can build thriving relationships with their children
(Freedman, 2016).

When applied, these EQ competencies can contribute significantly to their children’s happiness, purpose and success in life. EQ skills will help the whole family to:

  • Understand core values and develop noble goals
  • Increase awareness of emotion
  • Navigate chaos and complexity

When parents are included in a school’s SEL initiative and supported with basic knowledge about neuroscience and the child’s evolving
brain, positive results emerge:

  • Parental and child optimism increases
    • The children’s potential and talents are
    • Children learn skills to be responsible
    and thrive
    • A growth mindset is encouraged
    • Family resilience is developed

(Seligman, 2007; Siegel & Bryson, 2012)

What Skills and topics Will Be Taught In Groups?

Thrive Program is a all-in-one Educational Program The skills needed to succeed in school and life. Demonstrating and modeling how to apply EQ in real-life situations.  

  1. Practicing Emotional Intelligence by learning the  5 main core competencies of Social and Emotional Learning
  2. Emotional Literacy
  3. Self-Science
  • Self-Management fosters a means by which to balance emotions in the interest of making progress towards our goals. The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
  • Social Awareness helps us connect with and understand the people around us. The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.
  • Self-Awareness The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset and self-science.”
  • Relationship Management guides effective interactions with others to make a greater impact.  The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
  • Responsible Decision-Making is the ability to make constructive choices about personal behavior and social interactions of the well-being of oneself and others. To make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.
  • Social skills. Everything from your work performance to relationships. How to interact with other people, build and maintain friendships/relationships, collaborate and connect with others. Individuals feel isolated and not connected in their environment.
  • Executive Functioning Skills, weaknesses in a set of important mental skills that are key to learning and get things done. These skills are controlled by the area of the brain called Prefrontal Cortex. Areas of weakness include (i.e; organizing, planning and prioritizing, starting and completing tasks, doing things independently, regulating emotions, self-monitoring keeping track of what you are doing and more). Skills needed to succeed academically in school and socially with friends and family. It’s impossible to have social and emotional Learning development without the use of executive functions. It goes beyond helping people organize an d complete assignments, it’s the organized thinking that results in goal production, goal behaviors, social skills, thinking for social problem solving and decision making.

 Focus is to collaborate with group to target the roots of problems, boosting social emotional learning skills in youth and adults alike. Rather than focusing on a particular problem (examples: “bullying” “stress management” or “anxiety”) group will focus on competencies that build positive behaviors and reduce negative behaviors.  Small group topics, but not subjected to, can change depending on schools discretion. 

  • Coping strategies to manage stress, anger, anxiety, depression at school, work and in life
  • Self Awareness, identifying emotions, self-perception, recognizing strengths, self confidence and self-efficacy
  • Relationship Management, impulse control, stress management, self-discipline, self-motivation, goal-setting, and organization skills.
  • Social Awareness, learning Perspective-taking, Empathy, Appreciating diversity and Respect for others
  • Relation Management, Communication, Social engagement, Relationship-building and Teamwork
  • Responsible Decision-Making, Identifying problems, Analyzing situations, Solving problems, Evaluating, Reflecting, Ethical responsibility
  • Setting career goals and working on an action step plan to achieve goals
  • Bullying awareness/Social Media Safety
  • How to apply Social Skills to collaborate in classrooms, talking with adults, careers, relationships and friendships for long-term success.
  • How to control our emotions smarter to resolve conflicts and problem solve situations were in at school and home
  • How to create a better school climate as a group
  • How to manage time for sports, test, homework, friends and family with reduced stress and anxiety.

What resource and teaching style is used to teach these skills?

I  do NOT believe you should have a one-approach-fits-all mentality as a Educator. I assess what approach works best for students and educators depending on school’s needs.  I am a strong believer and in alignment with Social Emotional Learning/Emotional Intelligence, I am very solution-focused.

Teachers are encouraged to teach student led activities, morning meetings, engagement and interactive movement upon students.

Exposure to Mindfulness (Growth mindset), Self-Science, Social Thinking, Social Emotional Learning (SEL),  Social and Emotional Intelligence (EQ,EI) Emotional literacy is typically an integral part of my teaching approach and style.

Groups in school are measured on skills using a rubic scale and assessments. Expectations and measurable goals are set and agreed upon to help achieve action goals to connect with others to succeed at school, work, careers and in relationships.

  • Emotional Literacy
  • Self-Science
  • 5 core competencies of Social Emotional Learning

Using Evidence-based strategies and essential tools of processes that helps school’s identify needs and troubles in our youth, most importantly how we can set them up for long term success.. Teaching Important social components in interactions and social situations needed in everyday in the community. Learning to how to shift our thoughts and the direct link between emotions and learning.


I’m currently enrolled in a certified coaching program for Emotional Intelligence called 6 seconds.  The Emotional Intelligence Influence Network. Most of my resources, videos and articles are from The Emotional Intelligence Network or

Resources and teaching style supports and is in alignment:

  • Social-Emotional Learning as described at
  • Positive Behavioral Interventions and Supports as described at
  • Common Core Standards, State Educational Standards, and Country Educational Standards from around the world.
  • Six Seconds The Emotional Intelligence Network as described at

A step by step action process will be sent to you upon strategy 1 on 1 call. Please fill out contact form on website to schedule.

Thrive Program is designed to equip teachers with activities, tips and tools of easy teachable resources to promote Emotional Intelligence in classrooms. Lessons to embed Social Emotional Learning in academics, but most importantly, don’t take away from academics in school.  Strategies that will enhance Emotional Intelligence for students to develop positive growth that leads to academic achievement and well-being.

Students are at school several hours a day in a learning environment, so more importantly the reason to take SEL seriously and build EQ learners all throughout the day.  Emotions affect our attention, memory and our learning. When EQ is integrated in academic learning, educators can fit it all in and will graduate students who are better prepared for real success in society.

Teachers understand the importance to attend to both academics and social-emotional learning for students with and without disabilities. In fact, such attention improves academic performance and the overall school learning environment.

Teachers will be provided with teachable ways HOW to put Emotional Intelligence into ACTION in 3 areas that require immediate attention in schools and goals for each area:

  • Individually (how you can teach individuals to develop their own EQ)
  • School wide (How school can use EQ to build a thriving school environment)
  • Core Instruction (EQ is integrated into core instruction to enhance academic learning).

In addition:

  • A developmental, research-based methodology for teaching the skills
  • Processes for integrating SEL skills and concepts into the classroom
  • Methods for making the SEL vocabulary and skills part of the school culture
  • School climate that supports students, faculty, and parents
  • Leadership team committed to a sustainable approach to school-wide SEL
  • Assessments to deepen awareness, guide instruction and provide accountability for SEL interventions

Focusing on Explicit instruction because it is very powerful when starting to teach SEL. It will provide students with a common language to communicate about daily issues in and outside the classroom. Teachable resources  to share with students and how to teach them competencies they are practicing and developing when they participate in these activities.

A step by step action process will be sent to you upon strategy 1 on 1 call. Please fill out contact form on website to schedule.

Why is learning these skills important for schools to implement in core instruction all throughout the day?

Social Emotional Learning competencies in most states is required to be measured in common core standards. All the more reason to teach and integrate the competencies in core instruction in classrooms. It is the climate direction required for schools to implement.

What Is The Problem:

  • Many programs are not sustainable and require more work for teachers and are costly.
  • Programs are not effective, engaging, interactive and problem solution based for students to make a positive impact now and long term
  • Students are not getting the tools to develop and practice successful habits of social and emotional development in real-life situations, such as, at recess,  in classroom, at lunch etc.
  • Students are not ready for the real world, college and career readiness for life success
  • Youth are flooded with anxiety and depression. Panic attacks at school
  • Struggling to understand the link between their emotions and learning, which is greatly impacting them socially, emotionally and academically.
  • Attendance and enrollment numbers in school
  • How to control their feelings and emotions smarter, resolution conflict, connection, lack of skills to engage and collaborate with peers and adults.
  • Students are challenged to enable and channel important SEL skills in real-life situations in classrooms, school, recess, work, home & in life.
  • Self-control, confidence, independence, empathy and communication

Everyday skills needed for lifelong success. IT IS REQUIRING GREAT ATTENTION! 

Skills crucial to have in order to thrive and be successful in school and in life, what is needed to succeed in the social world we live in today.

A growing body of research demonstrates that an evidence-based approach to social emotional learning helps students increase academic achievement and do better in life. Plus, over 75% of teachers say it’s a major benefit for students: It’s a win-win.

Teachers who include SEL in their classrooms report a more effective learning environment, better problem-solving skills, and stronger interpersonal connections – and they end up having more time to pursue all their instructional goals.

While most teachers see the value in teaching their students to effectively understand and manage emotions, few teachers have experienced this kind of learning themselves. As a result, even very experienced teachers have a limited number of strategies and techniques to systematically teach social and emotional skills.

There’s not enough practice of strategies and engaging activities at school to teach Emotional Intelligence in groups and core instruction.  To identifying challenges, strengths and core values by boosting social emotional learning skills in youth.

I am passionate about helping change that, so have created a way to put Social and Emotional Intelligence in ACTION at your school by creating a accessible simple action step program called Thrive. 

How do we secure funding for your Social and Emotional (SEL) Program?

SEL provides many benefits, including increased academic performance, decreased negative behaviors, and long-term economic gains to society. More and more states, districts, and afterschool organizations are rolling out SEL programs to better support students. Yet like most initiatives, SEL programs need sustainable funding. To help ensure you have the funds you need to support your program, we’ve provided ideas, tools and resources that will help you launch ─ and sustain ─ a successful SEL program.

Figure Out Your SEL Budget

Whether you are just beginning an SEL pilot or are providing SEL assessments and curriculum across your entire district or program, you will need to map out a budget to support your plan. A great resource to help you work through the process is the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) “Roadmap to Financial Sustainability.” This tool includes actual site SEL budgets, handy budget calculators and case studies about a variety of districts’ SEL implementations. Review these models and use them to guide you through crafting an SEL program that will work for your district or program.

Title 2 covers professional development future improvement. Title 4, Title 5 funds cover professional development, curriculum, assessments and grants.

Broaden Your SEL Research Vocabulary

When looking for funding, it’s important to keep in mind the broad range of terminology that describes the many different aspects of SEL. Widening your search beyond the general term “SEL” will increase your search results. Here are some phrases to consider to broaden the net:

  • social and emotional skills
  • school climate and culture
  • character education
  • conflict resolution
  • bullying prevention
  • resilience building
  • positive youth development
  • 21st century skills
  • chronic absenteeism
  • personalized learning
  • college and career readiness

    Increase Awareness of SEL with Community Leaders

    Cultivating local support and awareness of SEL will go a long way toward increasing state and local SEL funding. State and local funding sources comprise the bulk of K-12 funding, so it’s vital to inform decision makers on why SEL should be prioritized. Start a campaign to educate community leaders, school board members, and superintendents about the short- and long-term benefits of SEL. Help local leadership understand that investing in SEL now will help more students graduate, and every dollar invested in SEL ultimately results in eleven dollars in future gains to the economy. Once community leaders are bought in, they are far more likely to support sustainable funding sources for SEL. 

    Funding Sources

    From federal legislation assistance to private and government grants, there are many funding sources local education agencies and out-of-school organizations can use to support SEL. Here are some resources to get you the funding you need:

    We understand the importance of funding to support high-quality SEL programs. Check out our website for additional information on how to find federal funding channels and write award-winning grants. If you need more help, call our experts to start a conversation on how to secure the funding you need.

We use Morning Meeting Program, how can we add Thrive In E.Q SEL with it?

An Example Of Effective SEL Lesson to add to morning meeting program about kindness:

What is Morning Meeting?

Morning meeting is a forum that shapes the daily tone and content of your classroom. Researchers are confirming what you’ve known all along: Social skills like good listening, perspective taking, and posing good questions go handing-hand with cognitive growth. This daily ritual creates the space to model, practice, and refine those skills in the context of social interaction.

Morning meeting creates an opportunity for your class to begin each day as a community of caring learners as students
practice the skills of greeting, listening and responding, group problem-solving, and noticing/anticipating the needs of others.
Having daily morning meetings helps weave a web that binds the class together.

1. Greet one another: Gather in a circle. Have children greet each other by name or share gratitude. As a group, take notice of who is present and who is absent; who is smiling and who is having a hard time smiling. Teach SEL Topic Skill

2. Promote sharing: Students share some news of interest to the class and respond to each other, articulating their thoughts
and feelings and ideas in a positive manner.

3. Lead group activity: The class does a short activity together, building class cohesion through active participation.

4. Share news and announcements: Students develop language skills and learn about events in the day ahead by reading and discussing a daily message post for them.

  1. Teacher or student leader teaches Lesson (15 minutes topic skills) ex. SEL Topic Kindness or unkind
  2. Gather in a circle (20 min.) Greeting/gratitude session, promote sharing, lead group activity of topic skill discussion
  3. Recap/debrief (5 minutes)
  4. Students write and reflect on SEL skill being taught
  5. Topic is taught once a week, remainder of week teachers are encouraged to relate topic in core instruction. For example, Topic of Kindness/unkind. include in questions books or lessons already working on. Ex. questions, if reading book ask students how did the character show being kind or unkind?

Beginning of class
30—45 Minutes

How: Teach skill in Morning Meeting (5 minutes)
1. Teach skill. Today we are going to learn and discuss skill of kind and unkind. Kindness can be deeper than “please” and “thank you.” But it can be confusing sometimes when if actions are mistaken.  How can we show kindness?  How can we be clear about our intentions to do good for others?

2. Discuss daily practice of kindness in collaboration circle (20 min.). Gather students in circle.  Now that you have a understanding about what Kindness means, work with your students to turn feelings into rules and expectations. For example, what does “Kindness” look like in everyday practice? Be as specific as possible: Rather than landing on “being nice,” encourage them to identify specific behaviors that they can track and hold themselves accountable for. For example, saying tank you when allowing a friend to go first, or hold door open for them etc.

Have students provide examples: “Last week at lunch, Jim was joking about how dumb my drawing looked, and that wasn’t kind.” The other person might say, “Yesterday, when I was feeling sad, Aza was joking with me to help me feel better, and that was kind.”

4. Determine reminders and guidelines (10 min): Mistakes happen. Encourage students to come up with reminders and guidelines
for “authentic kindness” to help their peers and teachers get back on track and have a clearer understanding of kindness.

Discuss: 10 min.
What makes something kind or not? How do you know if someone else is being kind or not?
How do you know if you’re being kind or not?
What are some important things to remember about being kind?
What’s a time when you were trying to be kind, but it actually came out unkind? What would you do differently next time?
Now that you have new insights about kindness, how can you share your experience with others?
5. Have students pick one question about kindness to reflect and write in their journal. (10 min.)

Remainder of week, reflect and include topic skills such as Kindness all throughout week in week in lessons and core instruction. For example, if reading a book class, ask students how did the character act kind or unkind? What actionable steps could he have made to be kinder? Etc.