More About Social and Emotional Learning

More About Social and Emotional Learning2020-08-13T13:53:20+00:00

The Foundation for Success in School and Life

Lions Quest programs are built on the foundation of an educational approach known as Social and Emotional Learning (SEL). SEL is a process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy for others, establish positive relationships, and make responsible decisions.

The Collaborative for Academic, Social and Emotional Learning (CASEL) is the nation’s leading organization advancing the development of SEL for all students. For more information on SEL visit CASEL and other related websites:

Lions Quest and Equity

Lions Quest programs support, encourage, and celebrate diversity. The programs guide students to learn the social, emotional, and thinking skills they will need in a safe and supportive environment.

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Social and Emotional Learning and Drug, Alcohol, and Tobacco Prevention

Lions Quest programs offer a comprehensive and coordinated approach to prevention that creates the conditions and teaches the skills to prevent risky behaviors while cultivating positive social behaviors.

Lions Quest helps provide protective factors by creating a strong connection to school, involving parents in the lives of their children, and helping students gain the knowledge, skill, and commitment to make healthy choices when they face pressure to use alcohol, drugs, and tobacco. Unit 4 of Lions Quest focuses more specifically on the elements that research consistently identifies as critical to preventing adolescent drug use.

These elements are:

  • Normative beliefs and personal commitments: to recognize that using alcohol, tobacco, and other drugs is not the norm among young people, and to have a personal commitment not to use drugs.
  • Social Influences – to recognize the internal and external pressures that influence drug, alcohol, and tobacco use and to have positive peer pressure and support for non-use.
  • Resistance skills and other emotional/social competencies – to have the self-management, problem-solving, stress reduction and assertiveness/refusal skills that help prevent drug use.
  • Expectations of drug effect – to have accurate, age-appropriate information about the short and long-term impact of drug use on a young person’s health, friendships, interests, and future goals.
  • Bonding and pro-social peers and caring adults – to have positive commitments, constructive role models, and supportive, friends, family and community members who reinforce key prevention concepts and skills.

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