RULER is an innovative social-emotional development model designed by the Yale Center for Emotional Intelligence. This curriculum teaches students to Recognize, Understand, Name, Express and Regulate their emotions, fundamental skills for personal, academic and social success.
Implementing RULER at Arboleda School means providing our students with tools to manage conflicts, strengthen relationships and make decisions based on self-control and empathy. This approach fosters a positive school environment, promoting well-being and resilience in our educational community.
Identify own and others' emotions accurately.
Analyze the causes and consequences of emotions.
Naming emotions correctly for greater understanding.
Communicate emotions freely and appropriately.
Manage emotions with effective and conscious strategies.
At Arboleda School, the RULER model is integrated into every aspect of school life, creating an environment where emotions are recognized, understood and managed effectively. Through workshops, group dynamics and daily activities, students learn to strengthen their emotional intelligence.
This approach not only improves coexistence and well-being, but also boosts academic performance by equipping students with essential skills to face challenges with resilience and empathy. Discover how the Arboleda team implements RULER to transform school experiences into meaningful learning.
Promotes self-control, empathy and emotion management.
Strengthens healthy bonds and improves school coexistence.
Develops skills to face challenges and lead with empathy.
Promotes a positive space where everyone can learn and grow.
Collaborative documents that reflect how each member wishes to feel, promoting a positive and respectful school climate.
A visual tool to identify and understand emotions, promoting emotional awareness in real time.
Strategy to pause and reflect before reacting, promoting conscious and positive responses.
A process that helps to resolve conflicts and build more empathetic and respectful relationships.
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