RTI’s Center for Education Services facilitates a suite of social and emotional learning supports to meet the unique needs of K-12 districts and schools within diverse contexts.

We offer professional learning workshops, blended instructional coaching, and consulting support for visioning, aligning, and scaling social emotional competence. Support emphasizes building strong relationships, self-awareness, social awareness, and responsible decision-making. Our job-embedded professional learning equips administrators, teachers, and other key faculty members with the knowledge, strategies, and implementation support to best meet individual school needs. Though every engagement is customized, the following outline describes the full range of available support.

4-Part Support Approach for Schools

RTI's Approach To SEL

Promoting Adult SEL: Cognitive Debiasing and Relationships

Integrating SEL and Academics – A Focus on Core Instruction

Trauma Sensitive and Resilient Schools

Advancing Equity in Social and Emotional Learning

Suite of Workshops

Each of the workshop series are designed with a purposeful and intentional focus on:
  1. strengthening the social and emotional learning competence of teachers and
  2. the academic, social and emotional learning competence of students.
Research suggests that authentic relationships, awareness, and motivation are the top three drivers that build SEL competence and foster successful outcomes. Therefore, each of these series incorporates learning related to each of those drivers. Additionally, each series is designed to take into consideration research, experience, and the unique context in which the workshops are facilitated. Sessions are co-designed with clients to best match the specified needs of the context and participants.

Relationships and Belonging

This SEL series will build faculty understanding of the role that cognitive bias, authentic relationships and individual and collective action have in promoting safe learning environments. Additionally, participants will have a toolbox of strategies designed to combat cognitive bias and build authentic relationships with students and colleagues. During this series, participants engage in hands-on activities, focused discussions, dilemma analysis, problem-solving and goal-setting for classroom implementation of strategies designed to promote authentic relationships and high expectations.


  • Cognitive Bias Impact on Authentic Relationships (Bias triggered, awareness, motivation)
  • Authentic relationships and Cognitive Debiasing (Applying appropriate debiasing strategy)
  • Sustaining relationships with students and colleagues

I didn’t realize there were so many different types of bias… You had a student before in class, and so you’ve predetermined how successful they’re going to be based on prior experience… I’ve heard rumors about a student, and then I carry that into the class without realizing…Every student deserves to start fresh every semester, no matter where you’ve been with them.

SEL Integrated into Academics

Integrating social emotional learning into academics should not be seen as a burden but as an opportunity to strengthen students’ knowledge, skills and dispositions. During this series participants will take advantage of this opportunity by exploring strategies for integration during the planning and implementation process. Focus will be on integrating skills in self-management, self-awareness, and responsible decision making while establishing classroom cultures that build authentic relationships and growth mindsets. During this workshop series, participants will complete self-assessments, learn and practice pedagogical techniques that strengthen core instruction, revise and design high quality lesson plans and refine their practices for integrating SEL into content instruction.


  • Establishing relationships with students and content
  • Culturally responsive pedagogy and teaching practices that build academic, social and emotional competence
  • Designing high quality student tasks
  • An integration process for academic, social and emotional skills

When you have established a personal relationship with a student, they’re going to be more open and willing to work harder for you… because they understand that you want to encourage them and help them get through life and better understand the subject that you’re teaching.

Trauma-Sensitive and Resilient Schools

Trauma-sensitive schools understand trauma and its impact on schools and communities. This series is designed to raise awareness, promote resiliency and provide schools with strategies for practices and policies to build a trauma-sensitive environment. Participants will engage in interactive activities designed to create a safe and supportive environment such as individual reflection, scenario discussion, and group dialogue.


  • Leading Trauma Sensitive Schools
  • Understanding Trauma and Its Impact (school level)
  • Implementing Trauma Sensitive Practices
  • Building Resilience in Students and Faculty

[the scenario] about student/teacher stressors really hit home for me at the current time. It gave me ideas on how to help myself and made me aware of the effect [stress] has had on my students.

Advancing Equity in SEL

Advancing equity through social and emotional learning is the pursuit towards building a culture of equity where students and educators despite race, ethnicity, class, gender and ability are held to high expectations and are provided with high support to experience and provide high quality educational experiences. This series is designed to explore how to establish a culture of equity through investigation and understanding of mindsets, policies, practices and data. Participants should expect to engage in individual and whole group reflection, policy and data analysis, equity conversations and activities, as well as active homework sessions between workshops.


  • Establishing cultures of equity in schools
  • Equity and Policies that impact students’ SEL
  • Equity and Practices that impact students’ SEL
  • Data review and analysis
  • Planning to strive towards equity

Project Examples

Cypress-Fairbanks Independent School System (CFISD), TX – Leadership Development:

(116,000 students, suburban district)

RTI supports CFISD to lead two Learning Leadership Institutes (LLI) for administrators across the district. The LLIs focus on building the professional capacity of school leadership staff to develop their own competencies in research-based Social and Emotional Learning (SEL) practices, equipping school administrators to support their staff with SEL shifts that require buy-in, a mind-set of continued growth, and the knowledge, skills, and dispositions to strengthen relationships and adapt to the changing student needs, and fostering school equity and community centered around cultures of learning.

Edenton-Chowan Public Schools, NC

(1,941 students, rural district)

RTI supports Edenton-Chowan with the design and implementation of an integrated curriculum that includes social and emotional learning (SEL). The RTI experts provide dynamic and rigorous professional learning and job-embedded coaching to teachers throughout the school year, designed to support and empower staff to integrate SEL curriculum practices into their daily instruction. These supports also include monthly communities of practice sessions for educators to share and support each other with successes and challenges with implementation. This is a multi-year effort designed to fully integrate SEL into the daily work within each classroom, and annually concludes with regional Community of Practice virtual drive-in event to promote and share the work Edenton-Chowan Public Schools is doing around meeting students’ needs with their neighboring districts.

Learn More

Join a network of educators who share your convictions about the importance of supporting the social emotional learning needs of students and the pursuit towards educational equity. To learn how you can bring any of these workshop series to your school or district contact Education Services at educationservices@rti.org.

“Overall discipline issues have started to decrease, and participating teachers are getting more creative about working with behavioral problems vs. going immediately to suspensions. Teachers seem to be much more reflective since we started the program…they’re still improving, doing even better. This is what excites me and gives me hope for the future.”

– Principal

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