Lorain City Schools

Hillary Rios

My background in special education has strongly influenced how I approach social-emotional learning (SEL). In my role as Associate Director of Special Education in Lorain City Schools, I see SEL as a core component of how we support students. It is not just an add-on. Many of the students we serve have experienced trauma, instability, or repeated academic failure. Over time, it has become clear that academic interventions are not effective unless students feel safe, regulated and supported. As a result, SEL is embedded in how we approach IEP development, behavior supports and related services. Skills such as emotional regulation, self-awareness and relationship building directly impact a student’s ability to access instruction.

One of the biggest challenges in implementing SEL is that many programs are designed with general education students in mind. These programs often assume that students can identify their emotions, communicate their needs and self-regulate independently. For many students with disabilities, these skills must be explicitly taught and practiced over time. Another challenge is staff capacity. Teachers and support staff are managing academic expectations, compliance requirements and increasingly complex student needs. When SEL is introduced as something separate from their daily responsibilities, it can feel overwhelming. Successful implementation requires alignment with existing systems rather than adding new layers of initiatives.

Supporting educators in SEL has been a priority in my role. At the district level, I focus on professional learning that is practical and directly connected to classroom practice. We encourage staff to embed SEL into existing routines, such as morning meetings, transitions, behavior plans and restorative conversations. I work closely with intervention specialists, behavior teams and building administrators to help staff understand how SEL connects to IEP goals, PBIS frameworks and classroom management. Coaching, modeling and feedback are critical components of this process. Teachers benefit from seeing strategies in action and having opportunities to reflect and adjust. We also emphasize that SEL implementation will vary depending on student needs, disability areas and school context.

“Students who develop selfregulation and coping skills are better equipped to persist through challenging work, communicate their needs and build positive relationships.”

The role of SEL in education continues to grow, particularly as schools respond to increasing mental health needs. SEL is no longer viewed as optional; it is essential for student success. In special education, its impact is especially evident. When SEL is implemented effectively, we see improvements in student behavior, engagement and academic progress. Students who develop self-regulation and coping skills are better equipped to persist through challenging work, communicate their needs and build positive relationships. Strong SEL practices also support inclusive environments and reduce disciplinary removals, directly advancing efforts toward the least restrictive environment.

For educators seeking to strengthen SEL practices in special education, my advice is to start with relationships and realistic expectations. Building trust between students and staff is essential, as SEL cannot be effective without a sense of safety. It is also important to adapt SEL strategies to meet the needs of students with disabilities. This may include the use of visual supports, structured routines, sensory strategies, or collaboration with related service providers. Educators themselves need support as well. Ongoing training, time for collaboration and clear alignment with academic and behavioral systems can make a significant difference.

SEL is not about doing everything perfectly. It is about consistently showing up for students and addressing both their academic and emotional needs through clear routines, structured procedures, consistent expectations and ongoing practice.