Social-Emotional Learning

Nurturing the Whole Child

Our counseling program supports each child to help them develop a positive self-image, take personal responsibility and procure skills that enable them to be academically, socially and emotionally successful. Our licensed counselors interact on an individual level with students, but also with groups — whether that's the student's family, Trinity faculty and staff, or even the broader community. The main areas of focus are things like individual sessions with students and parents, social-emotional curricula in the classroom, small groups for students, parent education opportunities, community referrals and collaboration with faculty regarding student needs. Social-emotional learning includes topics such as healthy peer and family relationships, changing family dynamics, stress management, bullying and relational aggression, grief and loss, anxiety, self-esteem, depression and gender issues.

Jennifer Dugan
Lower School Counselor

Courtney Childers
Middle School Counselor


Emotions Matter

The Strategy Behind Social Emotional Learning

How does empathy lead to long-term success? How can parents help their kids practice mindfulness? We hosted a webinar for parents to learn about social-emotional learning and get practical tips on how to apply it at home. Presented by counselors Jennifer Dugan and Courtney Childers, the webinar covered self-awareness, self-management, empathy, relationship skills and more, pointing to research and practice that shows it’s possible for parents to take what we’re fostering here at Trinity and bring SEL learning into their home.

Presentation Slides


A Framework for Developing Emotional Intelligence

RULER — recognize, understand, label, express, regulate — is a framework for social-emotional learning developed by professors at Yale University. After attending training courses at Yale during the summers of 2017 and 2018, our faculty and staff integrated RULER into the curriculum and adapted the framework to best serve our community.

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