Students Build Communication Skills and Healthy Boundaries in SEL Training

In early January, Westminster students participated in an all-school Social and Emotional Learning (SEL) training session focused on using affirmative consent to proactively build healthy communication, personal boundaries, and relationships.

Developed by ETR, experts in the field of providing science-based innovative solutions in health and education, the training was designed to help students understand what affirmative consent means and how it applies to real-life situations. Discussions included how to shift a conversation from reactive to proactive and the importance building a foundation of respect and clear communication before relationships become more intimate.

The training was led by Amy Raskind, Director of Mental Health Services, Devonna Hall, Dean of Community and Culture, Tenniel Hacker, Associate Dean of College Counseling, and A-men Rasheed, Dean of Residential Life with conversations supported by both faculty and peer leaders.

“Teaching affirmative consent is an opportunity to present critical skills for students to address important developmental issues,” Raskind said. “First, we are empowering them to set healthy boundaries in their relationships, and second, we focus on helping students hone their communication skills.”

Students and peer leaders participated in group activities designed to build awareness of both verbal and nonverbal communication. One activity challenged pairs of students to communicate preferences related to ordering a pizza using limited and untraditional nonverbal cues, often humorously highlighting misunderstandings that can occur when interpersonal messaging is unclear. Afterwards, faculty facilitators encouraged students to reflect on what it feels like to be pressured, misunderstood, or unsure of how to speak up.

Students also worked in small groups to review a variety of complex relationship scenarios and determine whether affirmative consent was present, absent, or unclear. These discussions encouraged critical thinking and reinforced the idea that consent requires active listening, expressing one’s feelings, and offering mutual respect.

At an advisory lunch that same day, students reflected on the session and had conversations about school culture, student support resources, and what specific ideas from the workshop stood out to them. This interactive SEL training was well received by the school community and reflects Westminster’s continued commitment to fostering a safe, respectful, and healthy environment for all students.