The Role of Mote's Voice Notes in Supporting Social-Emotional Learning

Social-emotional learning (SEL) is a crucial aspect of a well-rounded education, yet it can often be overlooked in traditional classroom settings. Mote can help teachers effectively incorporate SEL into their lesson plans and create a more supportive and inclusive learning environment. Here's how!

Personalized and Accessible Feedback with Mote

One way Mote promotes SEL is by providing a more personalized and accessible experience for all students. With Mote, teachers can record audio feedback that is more detailed and nuanced, helping students better understand their strengths and areas for improvement. This not only enhances academic learning, but also helps students develop important social-emotional skills such as self-awareness, self-regulation, and empathy.

Mote in Email Signatures

Mote's voice notes can also be used in email signatures to promote SEL. By allowing teachers and students to include a quick name pronunciation recording in their emails, everyone can feel more comfortable and connected in the classroom. And with the assistance of a language department, Mote voice notes can be added to any email correspondence, providing language-specific audio for important messages.

The Impact of SEL on Student Outcomes

Research has shown that investing in SEL can have a significant impact on student outcomes. A meta-analysis of 213 SEL programs found that students who participated in SEL programs had an 11 percentile point gain in academic achievement, compared to students who did not participate (Durlak et al., 2011).

Creating an Inclusive Learning Environment with Mote

Overall, Mote helps teachers create a more inclusive and welcoming learning environment, where all students can feel valued and supported as they develop important social-emotional skills.


Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

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