Socioemotional learning for the people who make schools work

Teacher burnout is real. Principal isolation is real. We start there — with the adults in the building — because you cannot teach what you have not practiced yourself.

In partnership with

Center for Contemplative Science and Compassion-Based Ethics
Emory University

About the Center ↗ About SEE Learning ↗

Where we start

You can't give what you don't have

The conversation about socioemotional learning in Mexico almost always focuses on students: how to develop their self-awareness, their empathy, their capacity to manage emotions. That conversation is necessary. But there is a prior question that rarely gets the attention it deserves:

How are the adults who work in schools actually doing? Teachers expected to model calm under chronic stress. Principals expected to build community under constant pressure. Officials making decisions that affect thousands of lives. If they have not had the opportunity to develop their own socioemotional skills, they are unlikely to create the conditions for their students to do so.

The international evidence is consistent: school climate — which largely determines the conditions for learning — is built from the top. School leaders and teachers with stronger self-regulation, empathy, and attentional capacity create safer, warmer, and more effective learning environments.

Socioemotional learning workshop with teachers

The case for starting with adults

Three reasons to invest in the people who make schools possible

The cascade effect

A teacher's socioemotional skills reach the classroom in ways both explicit and invisible. A teacher who has done this work models, teaches, and creates conditions that no curriculum alone can provide.

School climate

The principal is the primary architect of a school's culture. Their capacity to manage conflict, build trust, and sustain healthy human relationships shapes the entire institutional environment.

Better policy

Officials who design socioemotional programs make better decisions when they have experienced those programs from the inside. Lived understanding does not replace technical knowledge — it sharpens it.

Socioemotional learning activity with teachers

The curriculum

What is SEE Learning?

SEE Learning (Social, Emotional and Ethical Learning) was developed by Emory University's Center for Contemplative Science and Compassion-Based Ethics, drawing on decades of research in neuroscience, contemplative psychology, and secular ethics. It is designed to be culturally inclusive, non-religious, and evidence-based.

Learn more at seelearning.emory.edu →

Partnership with Emory University — SEE Learning

Personal

Self-awareness, attention, and emotional regulation. The capacity to recognize and manage one's internal states as the foundation for wellbeing.

Social

Empathy, compassion, and relational skills. The capacity to recognize another person's experience and act prosocially.

Systems

Understanding interdependence. The capacity to see oneself as part of larger systems — family, community, society — and act with that awareness.

On the ground

Where we are working

Active

Pre-service teacher training · Coahuila

Since 2020, Proyecto Educativo has implemented SEE Learning across all nine teacher colleges in Coahuila, in coordination with the state's teacher training authority (CGENAD). The program reaches future teachers before they enter classrooms — intervening at the source, not just through in-service training.

📍 Coahuila

🏫 9 teacher colleges

📅 Since 2020

SEE Learning training in Coahuila schools

In development

Socioemotional learning in the School Leadership Program · UCLA

Socioemotional development will be a core component of the School Leadership Program being co-designed with UCLA. Principals who participate will engage with SEE Learning as an integral part of their leadership formation — not as an add-on, but as a foundation.

🌐 National

📅 Launching 2026

Who we work with

Three key actors in school culture change

Education officials

People who design socioemotional programs make better ones when they have experienced them. Training officials is also training policy.

School principals

The principal is the primary determinant of a school's climate. Building their capacity for self-regulation, empathy, and compassionate leadership transforms the entire school community.

Teachers

A teacher who has worked on their own emotional life can teach with presence, manage the classroom with steadiness, and model for students what it looks like to relate well to oneself and to others.

Interested in bringing SEE Learning to your institution?

If you represent a state education system, a school, or an organization interested in learning more about SEE Learning and its implementation possibilities in Mexico, we'd be glad to talk.

contacto@proyectoeducativo.org