Social-emotional learning · Schools · Universities
Short video lessons to learn about emotions, a workbook to practice for 31 days, and a teaching guide that lays out every session. Delivered as one set so teachers can run it without extra preparation, by the semester, as a one-month unit, or over a break.
A ready social-emotional program for the whole class, with lessons and plans teachers can use tomorrow.
A universal lesson for the whole class, alongside the extra support some students need.
Widely used SEL frameworks name self-awareness, self-management, social awareness, relationship skills and responsible decision-making. This program works on self-awareness, self-management and help-seeking.
Teachers need lessons and plans that run in a single class period without specialist training.
What changes when schools teach social-emotional skills, from peer-reviewed psychology research.
A meta-analysis of 213 school-wide SEL programs (270,034 students) found fewer conduct problems, less emotional distress and more positive social behavior among participants.
Students practice noticing anger before acting, using a pause phrase, and telling a peer how they feel, working on the step before conflict turns into harm.
The same meta-analysis found an 11-percentile-point gain in achievement, with classroom teachers delivering programs effectively. A follow-up meta-analysis of 82 programs found benefits lasting from six months to 18 years.
Durlak et al., 2011 ↗ · Taylor et al., 2017, Child Development ↗
Students work through exam stress and anxiety in writing and learn to return to focus, freeing energy for learning.
For immigrant students, school adjustment and achievement run through a sense of belonging, and culturally responsive SEL is one way schools support newcomer adjustment and belonging.
Schachner et al., 2017, PISA six countries ↗ · Scoping review of programs for newly arrived youth ↗
Students write homesickness and loneliness first in a home language, then name it in English or Korean and share feeling words with classmates. Having a place to speak builds belonging.
Putting feelings into words reduces amygdala response to emotional images. The workbooks are built on naming and writing about feelings every day.
Vague moods become specific feeling words, and students notice feelings before they escalate.
This program itself has not yet been evaluated in an outcome study. It is built from elements with research support: whole-class SEL, naming feelings, daily writing and teacher social-emotional competence.
How emotions work, mindfulness, stress and anxiety, in 3–7 minute videos you can play in class.
One page a day for 31 days on the same topic, with a two-week midpoint reflection and a one-month review.
For each session: goal, opening question, videos, activity, workbook pages, closing and safety notes. Print and use.
View the teaching guide →Research shows teachers' social-emotional competence and wellbeing shape classroom climate and SEL quality, so teacher learning and care are built into the program.
A mindfulness-based program for teachers improved emotion regulation, reduced psychological distress and raised emotional support in classrooms. Jennings & Greenberg, 2009, Review of Educational Research ↗ · Jennings et al., 2017, Journal of Educational Psychology ↗
What would I teach with?
37 video lessons, 18 workbooks and a 30-session teaching guide, as one set.
We have no specialist
Play the lesson and follow the plan into the workbook. Facilitator-led delivery can be arranged.
Screening, privacy, complaints?
No clinical scale items. Printed workbooks need no student data.
Will it fit our calendar?
Choose a 16-week semester, a four-week unit, or a three-week break program.
Newcomer and international students?
Matching English and Korean editions; students may write first in a home language.
How do we report results?
Days written, midpoint and one-month reviews, and feeling-word lists.
Homesickness, loneliness and stress in a new language and school are hard to put into words. With less vocabulary, students have fewer chances to say how they feel.
A six-month after-school course (weekly, 60 min) or a break program. Students may write first in a home language or draw; sessions share only feeling words.
Schools are asked to support social-emotional learning and student wellbeing, yet ready-to-teach materials and session plans are scarce, and screening-based approaches do not fit a whole class.
The semester program weekly in advisory, homeroom or health class; the one-month unit for wellness weeks; the break program for summer or winter.
First-year transition, academic stress, loneliness and homesickness often come before anyone visits the counseling center. Students need tools they can use on their own first.
Counseling center groups (semester or one month), pre-college transition (break program), first-year seminars, residence life and international student services.
Every format pairs video lessons with the workbook on the same topic. Teachers can play the lesson in class and continue in the workbook; facilitator-led delivery can also be arranged.
One semester · 16 weeks · weekly 40–50 min
24 video lessons + 4 workbooks
Advisory and SEL classes, after-school, college first-year and counseling groups
| When | Video lessons | Workbook |
|---|---|---|
| Weeks 1–4 | Emotions & Mindfulness, week 1 · 6 lessons |  Emotions |
| Weeks 5–8 | Emotions & Mindfulness, week 2 · 6 lessons |  New Beginnings |
| Weeks 9–12 | Stress & Emotions 101 · 6 lessons |  Stress |
| Weeks 13–16 | Emotions & Mindfulness, week 3 · 6 lessons |  Self-Esteem |
Near exams, swap weeks 5–8 for the Anxiety course (5 lessons) and workbook. Two semesters make a full-year program.
Request a quote for this formatTeaching guide for this format →
4 weeks · 1–2 sessions a week, 20–40 min
5–6 video lessons + 1 workbook
Wellness weeks, a focused month, a pilot before adoption
| When | Video lessons | Workbook |
|---|---|---|
| Week 1 | Lessons 1–2 · DAY 1–7 | Workbook on the same topic |
| Week 2 | Lessons 3–4 · DAY 8–14 | |
| Week 3 | Lesson 5 · midpoint reflection · DAY 15–21 | |
| Week 4 | Lesson 6 · DAY 22–31 · one-month review |
Pick one topic, such as Stress & Emotions 101 with the Stress workbook, or the Anxiety course with the Anxiety workbook.
Request a quote for this formatTeaching guide for this format →
3 weeks · 3 sessions a week · 9 sessions
6 video lessons + 1 workbook for the month
Summer school and camps, pre-college transition, newcomer student programs
| When | Video lessons | Workbook |
|---|---|---|
| Week 1 | 2 lessons · emotion chart · write DAY 1 together | Workbook on the same topic |
| Week 2 | 2 lessons · five minutes of writing at home | |
| Week 3 | 2 lessons · midpoint reflection | |
| Back at school | One-month review session |
Students finish the 31-day workbook over the break and close with the one-month review when school starts.
Request a quote for this formatTeaching guide for this format →
Journals belong to the students. In sessions, invite them to share feeling words and reflections rather than what they wrote.
Newcomer & multilingual students
An after-school course that helps students put words to homesickness, loneliness, and stress that build up in an unfamiliar school and language. Start with one semester and extend to a full year.
Extending to a year: add five or six workbooks in the second semester, with family sessions and staff training.
These are activity artifacts for program reporting; they are never used for diagnosis. Students own their writing and choose what to share.
EmotionsA mindful emotion workbook for one month+ Paired course · Emotions & Mindfulness
Stress31 days of allowing a tired heart to rest+ Paired course · Stress & Emotions 101
Self-Esteem31 days of respecting myself as I am+ Paired course · Emotions & Mindfulness
Anger31 days of handling anger safely+ Paired course · Emotions & Mindfulness
New Beginnings31 days for a heart taking its first unfamiliar step+ Paired course · Emotions & Mindfulness
for goals & focusAn emotion workbook for reaching your goals and staying focused+ Paired course · Emotions & Mindfulness
The Depression, Panic, PTSD, OCD and ADHD editions touch on diagnostic topics, so we suggest using them with individual students in counseling rather than handing them to a whole class.
We quote by group size, term, and number of books. English and Korean editions can be combined.
One class or one group program
A whole school, department, or center
Multiple schools or offices
Tell us your institution and group size below.
We send a quote, the overview, and a sample PDF for review.
We work with quotes, invoices, and purchase orders.
Pay by card through Stripe or by invoice.
We deliver the files with your license terms.
We share sound knowledge about emotions in the simplest way, so people can take ownership of their feelings and live happier, steadier lives.
We check the psychological evidence and translate it into usable language.
We help people put feelings into words and find the context of their lives.
When needed, we connect people to professionals whose credentials we have verified.
Senior Researcher, Education Research Institute, Seoul National University. She founded Emotionography to turn psychological knowledge into language anyone can use, and to carry that understanding into education and services.
We will email a quote and a sample PDF.
You can also reach us by email
emotionography@my-emo.com
Tell us what your office requires and we will prepare the paperwork to match.
Yes, within your institution license. A personal purchase is for one person.
We can include both editions in one license.
Access to Emotionography Academy courses for staff can be arranged with your license.
With printed journals, students keep their own writing. We recommend sharing feeling words and reflections rather than entries.
