Craig School New Jersey

Social Emotional Learning

Social and emotional learning 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” (Collaborative for Academic, Social, and Emotional Learning,

Lower School and Middle School

The social development curriculum at The Craig school consists of many parts to support students in school and in their everyday lives. The Craig School’s social-emotional learning curriculum, MindUP™, is a mindfulness-based program grounded in the principles of positive psychology, neuroscience, mindful behavior, and social and emotional learning skills. Resilience, self-control, focus, empathy, and optimism are among the curricular themes. The social development curriculum promotes positive behaviors, improved learning, and bolsters scholastic performance.

All students may earn Craig Points and subsequent Badger Trading Cards for homework, classwork, and developmentally appropriate social behaviors both in and out of the classroom. The Craig School’s social behavior program is based on the evidence-based practice, Token Economy, a behavior modification system that promotes positive reinforcement of desired behaviors resulting in strengthened and more frequent pro-social behaviors.

High School

Social-emotional development is as important to address with teenagers as it is with younger students. When teens feel valued in their community, feel competent, and have a sense of autonomy, they are more likely to engage fully in the high school experience.

The COACH program is a dynamic relationship between a student and a faculty member built upon the principles of guidance, personal relationships, and individual growth. Students are assigned a faculty COACH who serves as a mentor, executive coach, and content specialist, throughout the student’s tenure at The Craig School. This carefully selected “point-person” is matched up based on relationship dynamics, personality, and the individual needs of the student. The COACH becomes a personal resource to that student, their parents, and other faculty members and is most familiar with the learning profile and current needs of the student. Students have the option of working with their COACH daily and at key junctures of the trimesters. Additionally, they review progress reports and report cards, set and plan personal and academic goals, and work together to formulate the action steps necessary to achieve these goals.

The Counseling Program is designed to provide individual and group social coaching for students based on the active needs of students.  Students are provided with a safe place to discuss concerns and issues, and problems as they relate to school. Students gain a better understanding of themselves and the people around them and learn to establish and maintain stronger relationships through the skills taught in the counseling program. The goal of the program is to continue the development and practice of self-advocacy and problem-solving skills.  Components of the Counseling Program include:

  • Individual counseling
  • Group counseling
  • Conflict resolution and crisis management, and
  • Active skill development through the Self program and Group dynamics course taken in 9th grade which explores self-awareness, communication skills, interpersonal relationships, social decision-making, and conflict resolution skills.

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The Craig School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate based on race, color, national and ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

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