Which social-emotional learning competencies are most relevant for school-based psychologists, and how would you integrate them into a multi-tiered system of supports?

• A. Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making; integrate via universal SEL curricula (Tier 1), small-group skill groups (Tier 2), and individual coaching (Tier 3), with progress monitoring.
• B. Only self-management and relationship skills.
• C. SEL is not part of MTSS.
• D. SEL should be addressed only through counseling services.

Answer: (A)

Social-emotional learning competencies are essential for school-based psychologists because they provide a comprehensive framework for how students manage emotions, build relationships, and navigate the school environment. The five core skills—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—guide assessment, prevention, and intervention efforts within a multi-tiered system of supports.

Integrating these competencies into MTSS means delivering them across all levels of support. At the universal level (Tier 1), implement a school-wide SEL curriculum and practices so all students develop foundational skills. At the targeted level (Tier 2), offer small-group skill-building that focuses on specific competencies that at-risk students need, such as emotion regulation or conflict resolution. At the intensive level (Tier 3), provide individualized coaching or counseling to address persistent challenges in SEL skills. Throughout, use progress monitoring to track changes in behavior, social interactions, and related academic outcomes, guiding decisions about maintaining, modifying, or intensifying supports.

The other options don’t fit as well because SEL is more than a narrow set of skills and is not something added only through counseling. SEL belongs as part of MTSS and is delivered through universal, targeted, and intensive strategies, with ongoing data to inform practice. Limiting it to only one or two competencies or excluding MTSS integration would miss the full scope and collaborative nature of effective school-based supports.