Listening, Supporting, Motivating

Social Emotional Learning

Our (SEL) program educates students on the importance of staying in school and respecting themselves, their peers, teachers, and their school. Our proven curriculum allows students to become mentors for other students who may be struggling emotionally. We know some students have a challenge when it comes to focusing, having low empathy, or just being unwilling to participate. Our curriculum teaches students to use words with confidence to express themselves.

Our social-emotional curriculum is based on empirically validated research and CASEL (Collaborative for Academic, Social, and Emotional Learning) standards. We don’t just choose interventions that feel good or sound good - we craft exercises that do good for students.

Empowering Futures, Inspiring Today’s Youth

The five core competencies

● Self-awareness. The ability to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.

● Self-management. The ability to manage one’s emotions, thoughts, and behaviors effectively in different situations and achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

● Social awareness. The ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacity to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and support.

● Relationship skills. The ability to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

● Responsible decision-making. The ability to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacity to consider ethical standards and safety concerns and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Tracking Progress, Measuring Impact, Driving Change

At Feet First Foundation, we are deeply committed to the impact of our program and its ability to create meaningful change in the lives of students. We continuously strive to ensure that our efforts are making a positive difference. To measure our program's effectiveness, we have established systems to track and evaluate its impact. Every quarter, we generate detailed reports that highlight the progress of each class and the overall program. These reports are shared with schools to provide transparency and insights into the growth and achievements of the students we serve.

Quantitative Data

Our data delves into the impact of our program on the students within your school.

Initially, we analyze quantitative data, comparing the overall attendance rates of the school with those of students participating in our program. We aim to ascertain whether there has been a positive progression in attendance among "Feet First" students over 4 months and then 8 months. Similarly, we conduct a comparative analysis concerning academic grades.

Qualitative Data

Every month, students will take a questionnaire assessment crafted by psychologists to gauge various aspects of their mental health and behavior. This qualitative data allows us to compare their initial emotional states and behaviors at the outset of the assessment period to those observed 4 months later and again 8 months later. Through this analysis, we aim to discern whether our program has had a positive impact on the students' overall well-being.