SEL Organization Inventory
An Overview of Organizations that Promote Social Emotional Learning (SEL) in Aurora Public Schools & Denver Public Schools
The SEL Organization Inventory seeks to provide a comprehensive view of organizations working in partnership with Denver Public Schools and Aurora Public Schools to strengthen social emotional learning (SEL). This inventory was created to inform Challenge Denver’s strategic planning process by identifying local programming gaps and opportunities in school-based SEL work. We hope it will also serve as a helpful tool for schools and other SEL organizations, illuminating local resources and potentially catalyzing new partnerships and/or programming. The SEL Organization Inventory is both a work-in-progress and a living document. We have provided contact information below, and invite you to reach out with feedback, updates, and/or additional organization information.
NOTES: The inventory is an embedded spreadsheet.
It may not work on mobile devices or tablets.
For a link to the native version of the spreadsheet visit Here
Additional information on definitions and methods can be found at the bottom of this page.
Hover over the organization to see their mission statement.
Thank you to Tracy Wagers, MH for collaborating on this project, and for thoughtful and enthusiastic support of this work.
The SEL Organization Inventory, which profiles 133 SEL organizations, is based on information from the following sources:
Denver Public Schools’ Community Partner System database
Aurora Public Schools’ Partner platform
Conversations with school leaders
Interviews with staff from SEL organizations.
The inventory reflects organizations’ self-reporting, and does NOT include any independent assessment of the quality or extent of SEL programming. Therefore, while some organizations in the inventory explicitly prioritize SEL and intentionally align programming with CASEL Competencies*, others integrate SEL in a less deliberate and rigorous manner.
Drawing on our existing knowledge of SEL programming, as well as information from organizations’ websites, we developed a framework that highlights each organization’s:
Mission: We visited organization websites to locate mission statements. For brevity, we removed organization names from mission statements. When we were unable to find an explicit mission statement on an organization’s website, we drew on information provided to generate our best understanding of the organization’s aims and approach.
Partner School District(s): This category indicates the district(s) with which each organization partners. Organizations were categorized as "APS" if they worked within Aurora Public Schools and "DPS" if they worked within Denver Public Schools. Organizations working in both Denver Public Schools and Aurora Public Schools, but not in other districts, were categorized as "APS and DPS." Finally, organizations were categorized as "APS, DPS and Beyond" if they were in one or both major school districts, as well as other districts in the metro Denver area, state of Colorado or nation. There were only a small number of cases in which organizations were in multiple other districts, but not in both APS and DPS.
Target Audience: This category identifies the population(s) organizations seek to serve, in terms of both role within the education system (student, eductor, family) and educational level (preK-elementary, middle school, high school). In many cases, organizations indirectly target students through their work with educators. In these instances, we have included both educators and students as target audiences.
Program Timing: In this category, we distinguish organizations by when their programming occurs, whether during school hours, outside of school (before and/or after), and/or during summer.
Program Focus Area: Below we provide working definitions of the Programmatic Focus areas included in this inventory. As reflected in the inventory, many organizations have multiple Programmatic Focus areas.
Creative Expression: Fosters self-expression, healing, and/or community building through visual arts, dance, poetry, performance, etc.
Equity and Identity: Focuses on developing understandings of equity/inequity, situated identities, root causes of systemic inequity, and culturally responsive practices.
Life Skills: Emphasizes skill development, including academic strategies, financial literacy, communication, and/or career preparation.
Mentorship: Provides participants with a trusted advisor who can offer guidance, motivation, emotional support, and/or role modeling.
Mindfulness: Intentionally prioritizes or integrates the study and/or practice of mindfulness -- being in a state of active, open attention in the present moment.
Movement-Based: Uses physical movement (e.g. yoga, athletics) to support the development of social emotional skills, healthy relationships and/or personal well-being.
Peer Mediation: Develops participants’ ability to resolve conflict with peers and/or to facilitate conflict resolution among peers.
Relationship Building: Emphasizes the creation and maintenance of healthy and trusting relationships.
Restorative Justice: Focuses on repairing harm through the use of inclusive processes that engage all stakeholders.
Self-Care: Develops participants’ ability to care for their own mental, emotional and/or physical health and wellbeing.
Student Leadership: Provides direct leadership development and/or opportunities for advocacy, public speaking, and/or collaborative problem solving in a range of interest areas.
Suicide Prevention: Prioritizes reducing suicides through direct education (e.g. identifying signs) and foundational practices (e.g. interventions, counseling, etc.)
Trauma Response: Focuses on identifying and/or responding to trauma, including direct interventions, trauma-informed practices, and healing processes.