Utilizing Games to Teach SEL

As a special education teacher, I support my students not only in the core subjects, but also in life skills, especially around emotional regulation and social interactions. For many students, isolated social-emotional learning (SEL) is crucial to their academic success and overall well-being. While I often introduce SEL concepts through informal conversations or resources I have collected, I am always searching for new and engaging tools to support students in this area.

Jones et al. (2021) explains how roleplay and game-based activities are a great way to encourage students to explore identity, empathy, and decision-making in comfortable environments. While exploring games and simulations for this week’s assignment, I discovered the Everyday Speech platform, which offers evidence-based SEL resources. The site provides a number of lesson plans, videos, activities, and interactive games designed to support students’ SEL. The full platform requires a paid subscription, however there are three “sample games” available to use.  

Game Descriptions and Classroom Integration

Build-a-Moji → This game could be played one-on-one or in pairs to help students practice emotional recognition. Students take turns creating emojis to represent specific emotions or guessing the feelings conveyed by peers’ emoji creations. Playing this game would help students build vocabulary around feelings, improve facial expression recognition, and foster conversation about emotions. 

Learning objectives:

• Learning objective: Identify and understand one's own emotions, strengths, and weaknesses.

• Understanding the emotions and perspectives of others, including those from diverse backgrounds.

• Recognizing social cues and norms in different situations.

• Collaborating with others and working in teams.

Operation Pizza →Great for small groups, this game has students take turns completing pizza orders, then work together to answer questions related to SEL scenarios. This game is a great way to practice collaboration and turn taking while also reinforcing SEL skills. 

Learning Objectives

• Regulating emotions and managing stress.

• Understanding the impact of actions on others and the wider community.

• Communicating effectively, both verbally and nonverbally.

• Collaborating with others and working in teams.

• Making ethical and safe choices.

Social Skills Quiz Show → Designed in a Jeopardy-style format, this game allows individuals or teams to answer questions on SEL topics through video prompts, multiple choice, or open-ended questions. It is a great tool for whole-class SEL review or discussions.

Learning Objectives:

• Recognizing the impact of emotions on behavior and thoughts

• Recognizing social cues and norms in different situations

• Understanding the impact of actions on others and the wider community

Implementation

I could introduce these games during our SEL instructional block or during a morning meeting activity. They could be used after a brief lesson on the learning objective and modeling of how to play the game. As with any game, it would be important to set clear expectations and address any challenges as the game is played. I could scaffold the game by using sentence starters and reading questions aloud as needed. Additionally, strategic partnerships could allow for leadership opportunities among the students. Gee and Schaffer (2010) argue that games offer embedded opportunities for assessment and allow teachers to see student thinking in ways that traditional tests wouldn't. These games could be a great way to assess students’ IEP goals. I would be able to see how students answered the SEL questions and observe their social interactions and emotional regulation in response to the game. 

Resources:

Everyday Speech. (n.d.). Everyday speech sample games. https://pages.everydayspeech.com/sample-sel-games

Gee, J. P., & Schaffer, D. W. (2010). Looking where the light is bad: Video games and the future of assessment. Edge: The Latest Information for the Education Practitioner, 6(1), 3–19.

Jones, K., Storm, S., Castillo, J., & Karbachinskiy, S. (2021). Chasing new worlds: Stories of roleplaying in classroom spaces. Journal of Language & Literacy Education, 17(1), 17.

Case Studies: ParentSquare and Schoology

For this analysis, I selected two educational apps currently used in my school district: ParentSquare and Schoology. ParentSquare serves primarily as a communication platform connecting schools and families, supporting timely information sharing and engagement. Schoology functions as a learning management system that allows teachers to share content, assign work, and interact directly with students in a digital learning environment.

ParentSquare

Overview: ParentSquare is a communication tool used across K–12 settings to connect families, teachers, students, and administrators. The app offers features like announcements, direct messaging, event sign-ups, and file sharing to keep school communities informed and connected.

User Engagement: Teachers use ParentSquare to send updates, reminders, and photos throughout the day. Parents can “like” or comment on posts, message teachers, and sign up for volunteer opportunities or conferences. In some districts, students also have access to the app, although it’s primarily used by parents and caregivers.

Communication: The platform’s core function is to facilitate communication. It allows users to stay connected anytime and from anywhere, supporting consistent communication between school and home.

Information consumption: Parentsquare provides convenience for school districts to be able to share updates and information in one place. Teachers, administrators, and coaches can post to individuals or groups at any time, which keeps families informed. However, some users have reported that this ability, while convenient for some, is a burden for others. Reports have shown that some users feel overwhelmed by the number of posts, especially when multiple messages arrive within a short period. Since new posts appear at the top of the feed, important information can easily get buried under other posts.

Impact on learning: ParentSquare supports learning by encouraging family involvement. When parents are aware of what’s happening in the classroom, they are better able to support their child’s academic success at home. Teachers can share notices about new content, missing assignments, or upcoming upcoming tests to study, allowing parents to continue the learning at home. 

Privacy and safety: According to its website, ParentSquare is compliant with state and federal safety laws, and limits access to verified users. The platform includes protections for user data, but schools are responsible for setting clear expectations around photo sharing and post monitoring to ensure student privacy is upheld.

Required Literacies: Users must be able to navigate the app, manage notification and post settings, write clear comments and messages through a computer or mobile device, understand what is appropriate to share publicly and how to manage privacy settings, interpret announcements including image and linked material, and how to use translation or accessibility settings as needed.  

Schoology

                                               

Overview: Schoology, part of the PowerSchool suite, is a learning management system used in many K-12 schools to support digital learning. It allows teachers to organize and deliver content, post assignments, track grades, and communicate with students, all in one place. Schoology is available for users to access on both computers and mobile devices.

User Engagement: Teachers use Schoology to share course materials, assign quizzes or writing tasks, and provide feedback. Students log in to view assignments, submit work, participate in discussions, and message teachers. Parents can also access a simplified view to monitor their child’s progress and deadlines.

Communication: Unlike ParentSquare, a platform designed to support home-school communication, Schoology focuses on the interactions between teachers and students. Teachers can post updates or announcements to the course page, send messages, and create interactive discussion boards. It supports learning both in the classroom and from afar. 

Information Consumption: Schoology includes several built-in organizational features designed to support ease of information consumption. Content can be arranged by course, organized into folders, and assigned due dates. Materials can also be hidden or published based on timing or student needs. The platform features a calendar and alert system to notify students of upcoming deadlines and newly posted assignments. However, both teachers and students must be able to navigate the platform’s tools effectively. When courses are not well-organized, pages can become cluttered, making it difficult for students to locate important information.

Impact on Learning: Schoology supports student achievement by providing continuous access to course materials and teacher feedback. It fosters independence, organization, and digital literacy. Students can catch up on missed work when absent or continue assignments at home when they need more time. Teachers can share multimodal content such as videos, documents, and interactive tools, and monitor student progress from anywhere. When used effectively, Schoology promotes student accountability and allows for differentiated instruction. However, students who struggle with executive functioning or lack consistent access to technology at home may fall behind without proper support navigating the platform.

Privacy and Safety: According to their website, Schoology is compliant with state and federal safety laws. It offers secure logins and user-specific permissions.  Teachers can limit what students see or post, and parent accounts are view-only. That said, districts are responsible for modeling digital citizenship, especially when using features like peer discussion or media uploads.

Required Literacies: To navigate Schoology, users must be able to access and navigate courses, folders, and calendars. Students must be able to interpret assignment directions and content, and have the management skills to keep track of multiple classes and due dates. Teachers and students must have communication skills to direct message, interact with discussion boards, and post announcements.

Reflection

ParentSquare and Schoology both support key goals of K–12 education by increasing access, communication, and engagement in different ways.

ParentSquare emphasizes involvement, helping families stay informed and connected to their child’s school experience. It promotes equity through features like translation services and the ability to communicate through modes like text or email. However, for the platform to be truly effective, schools must support families in developing the digital and communication skills needed to use it confidently. Educators can use ParentSquare to build strong relationships with families, celebrate student successes, and share any concerns that arise. Likewise, parents can use it to ask questions, express concerns, and remain active partners in their child’s education.

Schoology, on the other hand, is centered on the learning process itself. It helps students manage their assignments, access instructional materials, and develop independent learning habits. The platform prepares students for more independent academic work while giving teachers flexible tools to organize content, provide feedback, and monitor progress. Educators can use Schoology to scaffold learning, support digital literacy, and differentiate instruction. Parents can access their child’s schoology account to monitor engagement and offer academic support at home.

These platforms illustrate how, when used strategically, digital tools can extend learning beyond the classroom, foster strong school-family connections, and promote equity.

Resources:

ParentSquare. (n.d.). ParentSquare: Unify all communication tools. ParentSquare. Retrieved June 20, 2025, from https://www.parentsquare.com/

PowerSchool. (n.d.). Schoology Learning. PowerSchool. Retrieved June 20, 2025, from https://www.powerschool.com/solutions/personalized-learning/schoology-learning/

Supporting Marginalized Youth Through Critical Engagement with Social Media

A topic that has come up multiple times through my work in this course is the role of social media in the middle school classroom. To be honest, both my students and I spend more time engaging with platforms like TikTok, Instagram, and YouTube than we’d probably like to admit. For a long time, I viewed social media mostly in a negative light. I saw it as a source of distraction, pressure, and comparison. Recently, however, my perspective has expanded. I recognize that social media can also be a space for building identity, connection, and self-expression. It offers a platform for people to tell their stories and engage with the experiences of others. 

That said, the risks of social media should not be overlooked. Social media algorithms often operate with bias, sometimes amplifying harmful messages or reinforcing stereotypes. This is especially dangerous for marginalized groups who already face limited positive representation within mainstream media. It is increasingly important to incorporate this topic into the education of today’s youth. Students must learn how to critically analyze what they see online and understand how to use these platforms responsibly. 

For my final project, I will be researching how educators can support marginalized students by helping them recognize and challenge harmful content on social media, as well as create content that celebrates their identities and encourages positive change. This work has real, practical relevance to my classroom. I want to lead students in meaningful conversations about digital identity, content creation, and online citizenship, and empower them to use their voices to create change. 

Annotated Bibliography

Anderson, K. M., & Mack, R. (2019). Digital storytelling: A narrative method for positive identity development in minority youth. Social Work with Groups, 42(1), 43–55. https://doi.org/10.1080/01609513.2017.1413616

This article explores how digital storytelling can serve as a therapeutic and educational method for fostering identity development in minority youth. The authors highlight the benefits of narrative creation in affirming cultural identity and increasing self-efficacy. This source provides strong support for the value of storytelling as a tool for empowerment and representation, especially in educational or community-based settings.

Coenraad, M. (2022). “That’s what techquity is”: Youth perceptions of technological and algorithmic bias. Information and Learning Science, 123(7/8), 500–525. https://doi.org/10.1108/ILS-03-2022-0024

Coenraad investigates how youth perceive technological and algorithmic bias in digital platforms, drawing attention to issues of equity and awareness in technology use. The article includes student perspectives and emphasizes the need for critical media literacy in addressing these challenges. This source is useful in illustrating the “cons” of digital spaces, such as algorithmic bias and unequal representation, especially for marginalized youth.

Govender, N., & Farrar, J. (2023). Introduction to critical literacies & social media. English in Education, 57(4), 252–261. https://doi-org.sunyempire.idm.oclc.org/10.1080/04250494.2023.2268401

This article offers a conceptual introduction to critical literacies in the context of a post-truth digital age. The authors argue for the importance of teaching students to critically engage with social media, especially in navigating misinformation, algorithmic filtering, and identity politics. It is a foundational text that supports the need for critical digital literacy education and aligns with themes of youth identity and media use.

Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. BRILL.

Kellner and Share provide a comprehensive guide to implementing critical media literacy (CML) in schools. The book outlines theoretical foundations, practical strategies, and social justice implications of teaching students to question media power structures. This work is a key resource in framing the educational argument that schools must prepare students to critically analyze and engage with digital media, including social media platforms.

Li, M. (2024). TikTok and Black political consumerism: Investigating how TikTok use is linked to Black Americans’ activism and identity. Journal of International and Intercultural Communication, 17(2), 145–171. https://doi.org/10.1080/17513057.2024.2320928

Li examines how Black Americans use TikTok as a space for political activism and identity construction. The article provides empirical evidence of how social media can empower marginalized groups to share stories, build community, and influence social discourse. It reinforces the potential of platforms like TikTok to support identity development and civic engagement while acknowledging the complexities of algorithmic visibility and cultural representation.

Leveraging Tools, Texts, and Talk in My Teaching Context

As a middle school special education teacher I am continuously looking for ways to motivate my students and help bring relevance to their learning. I have experimented with blending the analog and digital worlds to increase access and engagement. This week’s readings emphasized the importance of using digital tools intentionally to support meaningful learning (Philip & Garcia, 2013).

Back in September my co-teacher and I began our Language and literature class with a unit on communication. The goal was to teach students about tone, voice, and audience in relation to their writing. We analyzed how communication differs through texts, emails, and essays, and even had students envision sending a message to their principal using Snapchat. The ridiculousness of this concept led into conversations about why certain platforms are viewed as more formal or appropriate than others. 

I reflected on this lesson through Earl Aguilera’s (2017) framework on digital literacy. Students must understand what’s on, behind, and beyond the screen. My students considered how visual features like emojis and font styles contribute to voice and tone, the reason we use certain platforms, and how our roles, relationships, and environment affect the ways we communicate. This lesson began to change the relationship my students had with writing. 

Moorman and Pennell (2017) argue that plagiarism can occur when students lack confidence in their writing. Students often view their writing as a product or task to complete, rather than a method to communicate their ideas. As students begin to recognize these everyday forms of communication as writing, I hope to bring them closer to this overall goal of taking ownership over their writing.

I believe this lesson was a strong example of integrating digital literacy into an analog space. The lesson was created to teach reading and writing standards from the 6th grade curriculum, specifically author’s purpose, tone, and structure. Technology and media were used to show how these concepts apply to areas outside of formal essays and published novels. As Garcia (2017) emphasizes, digital learning did not replace traditional skills. It gave students the opportunity to apply skills in various ways. 

Moving forward, I see an opportunity to reflect and expand on this lesson. I was inspired by Martin et al. (2020), and the work that was done using Harry Potter as a common interest to explore social implications. At the middle school level, I believe analyzing the communication norms and expectations of social media platforms can serve a similar purpose. Building on our existing unit, students could begin to explore how communication varies depending on the age, role, and relationships of social media users, and how these differences impact various audiences. Ultimately, the goal is for students to think critically about the way they engage with social media and how they can use their voices to contribute in positive ways. 

References 

Aguilera, E. (2017) More than bits and bytes. Literacy Today, 35(3), 12-13. https://www.proquest.com/docview/1966006470?accountid=8067&parentSessionId=SC8kLvDyx0PVkXRaGQWLSCF4gpCr%2Fx7OctdaQ8EG1Vg%3D&sourcetype=Trade%20Journals

Garcia, A. (2017). Nondigital skills. Literacy Today, 35(3), 24-25. https://www.proquest.com/docview/1966005428/4E1DCD1AA7D54D6EPQ/17?accountid=8067&sourcetype=Trade%20Journals

Martin, M., Romeijn-Stout, M., Beran, E., Stetson, J., Poirier, J., Rea, J., Harris, R., Breiner, N., Foglesong, A., Ching, J., Riddle, C., & Davies, C. (2020). Harry Potter in the 21st century: Leveraging problematic fiction to induce social justice into the LIS curriculum. Alki: The Washington Library Association Journal, 36(3), 27-32

Moorman, G., & Pennell, A. (2017) Plagiarism in the digital age. Literacy Today, 35(3), 14-15. https://www.proquest.com/docview/1966007393/4E1DCD1AA7D54D6EPQ/14?accountid=8067&sourcetype=Trade%20Journals

Philip, T. & Garcia, A. (2013). The importance of still teaching the iGeneration: New technology and the centrality of pedagogy. Harvard Educational Review, 83(2), 300-319. 

https://www.proquest.com/docview/1399327199?accountid=8067&parentSessionId=BIoSUS%2BZ66I45uoeNWWgtIFxB5bzU%2Fa0jK6oVj%2FR30I%3D&pq-origsite=primo

How New Literacies are Relevant to Us

As I explored the concept of new literacy, I was intrigued by its fluidity. I realized it is not simply a checklist or a black and white definition of what is and what isn’t included in literacy. Instead, it is more of a mindset and perspective. Lankshear and Knobel (2007) helped me understand the idea that literacy goes beyond reading and writing. We must consider individual discourse, or context and culture, through the idea of “new ethos”. Literacy now is dependent on how and why we engage and create.

Through reading, I began reflecting on my current classroom experience. The International Literacy Association (2018) describes digital literacy as the ability to go beyond teaching students to use one app or tool. Instead, the focus should be on building transferable skills. In my sixth grade classroom, we provide students with a collection of databases to use when conducting research. We use these to teach students how to find information, summarize and share their findings, and cite their sources appropriately. While I see the benefit of providing students with structure, I now also recognize the limitations. When asked to use a different platform or complete an open search, many students struggle. Through new literacy, students are instead taught to practice critical thinking, problem solving, and adaptability. The goal of developing research and communication skills remains the same, but students will now be able to transfer these skills elsewhere. 

Another point that resonated with me was how technology can give students a voice and offer alternative learning methods. According to the International Literacy Association (2018), the use of technology, “encouraged students who were previously seen as quiet to emerge as literacy leaders and experts within the classroom community” (p.4). After reading this quote, I was reminded of a conversation I had with a co-teacher about allowing audiobooks during silent reading time. At first, I challenged this idea. I believed that in order to develop literacy skills students must read printed or digital texts. However, as this quote exemplifies, I found the opposite to be true. Students with aversion to reading, who otherwise would have avoided or refused, were now engaged and excited to participate. I saw students making predictions, drawing connections, and identifying themes. Implementing digital literacy practices in the classroom does not take away from traditional literacy, it gives students new opportunities to engage with it. 

My biggest takeaway was the importance of keeping an open mind about the concept of new literacy. Instead of trying to define it in one way, I view it as an evolving idea. Our role as teachers is to adapt to our students, appreciate and incorporate their diverse experiences, and prepare them for the evolving world outside of the classroom.

Resources

International Literacy Association. (2018). Improving Digital Practices for Literacy, Learning, and Justice: More Than Just Tools. Literacy Leadership Brief

https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-improving-digital-practices-literacy-learning-justice.pdf

Lankshear, C., & Knobel, M. (2007). Sampling “the new” in new literacies. A New Literacies Sampler (1-24).  Peter Lang https://www.researchgate.net/publication/283968439_Sampling_the_new_in_new_literacies