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SEL
Academics
Social-Emotional Learning
Social-Emotional Learning at Seven Hills
Laying the Foundation for Academic Learning
We believe that a child’s success is measured not only by academic achievement but also by their ability to understand and manage emotions, set positive goals, show empathy, resolve conflicts, build strong relationships, and make thoughtful choices.
Social-Emotional Learning (SEL) “sets the table” for academic learning, grounded in the understanding that the best learning happens within a network of supportive relationships that make education engaging, challenging, and meaningful. When character-building and perspective-taking are valued alongside academics, children gain the tools to take on challenges in the social setting of school.
SEL is woven into each Seven Hills school day. Through morning meetings, Responsive Classroom practices, Middle School advisory groups, student-led Town Halls, and integrated SEL lessons, students feel seen and heard as they build meaningful connections with peers and teachers. Research shows that meaningful learning flourishes in caring communities, and our SEL programming ensures that every child is equipped with the skills they need to succeed as learners and leaders in and beyond the classroom.
By prioritizing social-emotional learning, we help students see that resilience, adaptability, mindfulness, and empathy lay the foundation for a future of successful collaborations, deep learning, strong relationships, confidence, independence, and leadership.
Social-Emotional Learning (SEL) “sets the table” for academic learning, grounded in the understanding that the best learning happens within a network of supportive relationships that make education engaging, challenging, and meaningful. When character-building and perspective-taking are valued alongside academics, children gain the tools to take on challenges in the social setting of school.
SEL is woven into each Seven Hills school day. Through morning meetings, Responsive Classroom practices, Middle School advisory groups, student-led Town Halls, and integrated SEL lessons, students feel seen and heard as they build meaningful connections with peers and teachers. Research shows that meaningful learning flourishes in caring communities, and our SEL programming ensures that every child is equipped with the skills they need to succeed as learners and leaders in and beyond the classroom.
By prioritizing social-emotional learning, we help students see that resilience, adaptability, mindfulness, and empathy lay the foundation for a future of successful collaborations, deep learning, strong relationships, confidence, independence, and leadership.
ECE Parent
Our goal as parents is to raise confident, empathetic, and resilient children. We believe these qualities are best nurtured in a community setting with like-minded parents and educators, rather than through test scores or home instruction alone. Seven Hills' whole child philosophy and portrait of graduates embody all three of these traits.
Early Childhood
In ECE, social-emotional learning is nurtured through open-ended play, where children navigate relationships, express emotions, and negotiate roles—developing a strong sense of self and others.
Teachers support this growth by listening closely, guiding reflective conversations, and creating environments where children feel safe, seen, and valued. In this way, social-emotional skills emerge organically through meaningful, shared experiences. As children prepare to transition to Kindergarten, teachers begin to introduce the language of Kimochis and Zones of Regulation, helping them practice skills and strategies for self-reflection and expression.
Teachers support this growth by listening closely, guiding reflective conversations, and creating environments where children feel safe, seen, and valued. In this way, social-emotional skills emerge organically through meaningful, shared experiences. As children prepare to transition to Kindergarten, teachers begin to introduce the language of Kimochis and Zones of Regulation, helping them practice skills and strategies for self-reflection and expression.
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Academics>SEL>ECE
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Academics>SEL>K-2
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Kindergarten-2nd Grade
In the early grades, students engage with the Kimochis program, which introduces them to emotional intelligence and social skill-building through interactive stories and playful characters. They learn to recognize and communicate their feelings, navigate friendships, and practice mindfulness—all within a developmentally appropriate framework.
3rd - 5th Grade
As students grow, they build independence through the Fly Five curriculum, which is designed to deepen their understanding of cooperation, empathy, and self-control. This program fosters personal reflection, encourages teamwork, and engages students with SEL stories and group activities that help them navigate their social and emotional development with greater autonomy.
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Academics>SEL>6-8
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6th - 8th Grade
Middle school students participate in a dedicated Seminar course that invites them to explore their identity, relationships, and role in the world. Sixth graders focus on personal identity and self-awareness, 7th graders examine their impact on the school and local community, and 8th graders broaden their perspective to consider global social issues.
Through these experiences, students explore fundamental questions, such as "Who am I?", while developing an understanding of what it means to be part of a diverse community. Engaging discussions and real-world applications strengthen their critical thinking, conflict resolution skills, and empathy—preparing them to navigate high school and the world beyond.
Through these experiences, students explore fundamental questions, such as "Who am I?", while developing an understanding of what it means to be part of a diverse community. Engaging discussions and real-world applications strengthen their critical thinking, conflict resolution skills, and empathy—preparing them to navigate high school and the world beyond.
975 North San Carlos Drive, Walnut Creek, CA 94598
The School admits students of any race, color, and national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race, color, or national and ethnic origin, in the administration of its educational policies, admission policies, tuition assistance programs, and athletic and other School-administered programs.
