District Initiatives

CRASEL

Culturally-Responsive and Affirming Social-Emotional Leadership.

CRASEL is a liberatory approach to leading and learning that holistically seeks to meet the needs of the school community — raising racial and cultural self-awareness and setting high expectations while attending to students' individual and collective social and emotional needs through agency, social justice, voice, compassion, empathy, and positive relationship building.

Capacity-building

SEL & professional development for adults and students

CRASEL delivers SEL/PD training to both adults (school and community-based) and students — covering mindfulness practices, emotional intelligence, self-care, and self-awareness — alongside an independent evaluation of the initiative's efficacy and progress. It is a collaboration between Harlem Community School District and the Abyssinian Development Corporation (ADC).

Goals

Prepare all members of the school community to meet the social, emotional, and cultural needs of all students.
Protect the rights of all students in HCSD to receive an equitable education.
Modernize curriculum, pedagogy, and assessment to support the positive academic ability of all learners.

Expected outcomes

Foster self-care and self-awareness.
Support students' social-emotional needs.
Create a welcoming, inclusive, culturally responsive school culture that leads to a thriving school community.

What students & families say

Voices from the school community

Emotional safety & expressing feelings

“When we're sad, we get to our cozy corner in the classroom. It has squishies, bean bags, books, and paper to write about how we feel. Then they talk to us about it, and we go back to learning.”

— 5th Grade Student

Celebrating diversity & cultural inclusion

“For my child's birthday, the teachers found Russian songs to play, even though nobody else in the class speaks Russian. My child felt so special and celebrated.”

— Parent

SEL support for students

“My son wasn't talking at all before. Now he's speaking in full sentences, asking questions, and engaging with his peers. I feel so grateful for the support he's received here.”