Micro-Grants for SEL in Vermont Classrooms

Help educators fund social-emotional learning projects in classrooms throughout the state of Vermont.

The Social-Emotional Learning Alliance for Vermont (SEL4VT) is on a mission to empower Vermont youth to thrive in school (and beyond) by advancing evidence-based social and emotional learning programs, policies, and practices in all schools and communities across the state.

Our goal is to raise $1,500 in seed funding establish a new micro-grant program to help support educators who want to create innovative new programs and supports to enhance student well-being. We know that the majority of teachers end up spending their own money on classroom supplies and projects. We also know that the majority of grant funding is distributed at the district-level and that money is significantly diluted by the time it reaches teachers and support staff. Our intent is to solicit proposals (on an annual basis) that educators can submit and use to outline project ideas, which can range from curriculum support and supplies to supporting student activities that enhance learning in the classroom or beyond. After a review by our Board of Directors and Executive Committee, several proposals will be selected and funds will be directly sent to recipients.

We envision a world in which all schools and youth-serving organizations are centers of safe, caring and supportive activity; where all individuals are empathetic, resilient, civically engaged and culturally aware and responsive; where the mental health and well-being of all young people and adults is prioritized; and where students and educators alike are given the space to develop skills to collaboratively solve problems, manage emotions, and form positive relationships with others.

What is social-emotional learning (SEL)?

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Increasingly SEL has become a coordinating framework for how educators, families, and communities partner to promote students’ social, emotional, and academic learning.

When we refer to SEL, we acknowledge its complementary nature to other related areas, including: whole child development, positive youth development, character development, 21st century skills, workforce readiness, multi-tiered systems of support (MTSS), positive behavioral interventions and supports (PBIS), trauma-informed practice, restorative justice, and positive climate and culture for schools and communities.