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Skills-Based Health/Social Emotional Learning (SEL)

  • Grade Levels:
    all levels
  • Credits for Licensure:
  • Credits:
  • Degree:
    Master of Education
  • Program Approved:
    Massachusetts Dept. of Elementary & Secondary Education

Program Description

The Skills-Based Health and SEL initial licensure program prepares health educators to be proficient in the Massachusetts Professional Standards for Teachers, the National Health Education Standards, and the CAEP health education teacher education (HETE) standards. The program is approved by the Massachusetts Department of Elementary and Secondary Education.

What Is Social and Emotional Learning?

SEL is an approach to health education that focuses on helping students to integrate skills, attitudes, and behaviors that contribute to overall personal wellbeing. This includes self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Cambridge College Skills-Based Health/SEL Program Highlights

Prepare for new job opportunities in health education. The master’s degree in skills-based health and SEL at Cambridge College offers:

  • Hands-on training. Take part in a supervised field experience as part of the licensure track for this program. The curriculum also includes an action research project.
  • Flexible classes. Earn your degree while balancing time at work and home with the help of convenient day, evening, weekend, and online class options designed to fit your life.
  • Experienced faculty. Learn from accessible, dedicated faculty who bring extensive research and real-world health education experience to the coursework.
  • Exceptional value. As one of the most affordable four-year private nonprofit colleges in the United States, Cambridge College enables you to save on tuition and get greater value out of your education.
  • Diverse students. Enrich your educational experience by working with other adult learners from all over the world at one of the most ethnically diverse colleges in the nation.

Research shows the skills taught in social and emotional learning curricula have wide-ranging benefits that affect children’s success in school, career, and life—driving growth of jobs in health education and the need for social-emotional learning programs.

Skills-Based Health/SEL Learning Outcomes

Graduates of this program will demonstrate expertise in health education content. They will be able to conduct a needs assessment, plan and implement curriculum, and assess student learning. They will also be prepared to coordinate school health, advocate for health education, and serve as a resource to the school, students and their families, and the community.

Jobs in Health Education and SEL

Many of our graduates teach PreK-12 classes and college courses, or conduct research for colleges and universities. They also go on to find health education jobs in a variety of professional settings, including:

  • Local health departments
  • Hospitals and clinics
  • Business and industry

Example Skills-Based Health and SEL Courses

The health and social and emotional learning curriculum includes classes such as:

  • Implementing Curriculum in the Health/SEL Classroom
  • Health-SEL Skills for Risk Reduction and Positive Behavior Change
  • Improving School Health/SEL Through Coordination

Download the Skills-Based Health/Social Emotional Learning program sheet.

Scholarships and Financial Aid

You may qualify for grants, scholarships, loans, and other types of financial assistance to help pay for your master’s degree. Learn more about applying for financial aid at Cambridge College.

Many companies also offer tuition assistance programs that can help to pay for education. Find information about getting your company to help.

Related Programs at Cambridge College

If you’re still exploring degree options, you might be interested in learning more about these programs at Cambridge College:


Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Action Research
Action Research I: Defining a Problem of Practic
EHE 695 2 credit(s)

This course includes an introduction to school-based action research and the skills required to conduct an effective literature review supportive of the continuous improvement of professional practice specific to teaching and learning skills-based health/SEL education in PK-12 settings. The key assessment consists of a problem statement, rationale, anticipated outcomes of the research, and a research question.

Action Research II: Study Design and Implementation
EHE 696 2 credit(s)

Prerequisite EHE 695. In this course, students access resources that support their research question. Peers provide constructive feedback to each other as a mechanism for deep thinking about their research topic. Students journal and document activities related to their themes. The key assessment is the literature review.

Action Research III: Research and Data Analysis
EHE 697 2 credit(s)

Prerequisite EHE 696. In this course, students implement their Action Research project based on the research question developed in Action Research I. Students use qualitative and quantitative pre/post methods to collect data such as interviews, surveys, observations, artifacts, and documents. The key assessment includes the role of the researcher, location of the action research site, description of the participants, data collection procedures, and data analysis.

Action Research IV: Conclusions and Recommended Action
EHE 698 1 credit(s)

Prerequisite EHE 697. This course is the culmination of the four action research courses in health/SEL education. Students develop the final product of their school-based action research and present it to the Skills-Based Health/SEL students and faculty. The key assessment is the professional guide and presentation.

Program Portfolio Integration
EED 735

Students are required to enroll in this 0-credit course during the first semester of their program experience. Enrollment in this 0-credit course activates student access to the Tevera portfolio which facilities the tracking and storage of essential documents required for program completion.

Principles of Health/Social Emotional Promotion and Public Health Issues
EHE 613 3 credit(s)

The course highlights the collaboration between school health and public health. Acquire the knowledge and health/social-emotional skills to teach children to develop and maintain healthy behaviors, to identify public and community health agencies, access resources, and identify prevention practices youth need to protect themselves, their families, and communities from life-threatening and disabling conditions. Assessments include case studies, discussion questions, and a literature review. The key assessment is an advocacy project.

Implementing Curriculum in the Health/SEL Classroom
EHE 622 3 credit(s)

Students learn the knowledge and skill to design and implement skills-based health/SEL education based on state and national standards as well as CASEL competencies. Activities include accessing and analyzing youth risk behavior data, using backward design, infusing performance indicators, and planning assessment and instruction. Assessments include classwork, data analysis, backwards design activities, chapter worksheets, and a pre-practicum mini-lesson. The key assessment is a skills-based health/SEL unit and lesson plans.

Teaching About Human Sexuality
EHE 632

Learn how human growth and development, social emotional health, and sexual health affect adolescents and their families. Students learn age and developmentally appropriate, medically accurate, culturally relevant, and inclusive pedagogical practices. Assessments include demographic research, class discussions, activities, and a pre-practicum mini-lesson. The key assessment is a skills-based unit.

Promoting Wellness: Building Positive Health/Social Emotional Behavior
EHE 642 3 credit(s)

Promoting wellness weaves together the CDC content areas and risk behaviors, national and state standards, SEL competencies, brain research, and the transfer of effective teaching practices to the classroom. Students examine the components of wellness and design strategies to help K-12 students build positive health behaviors that impact their health and lifelong wellness. Assessments include classwork, wellness policy analysis, a pre-practicum mini-lesson, and a reflection. The key assessment is a school health wellness project.

Preventing Unintentional Injury and Violence
EHE 652 3 credit(s)

Focus on interpersonal and institutional violence prevention for youth by learning how to teach the knowledge and skills necessary to help young people avoid injury at home, in school, and in the community. Assessments include classwork, youth violence research, curriculum evaluation, identification of school and community resources, a pre-practicum mini-lesson, and a reflection. The key assessment is a five-lesson violence prevention unit.

Promoting Mental/SEL Health Through School-Based Intervention
EHE 662 3 credit(s)

Learn to identify youth who need intervention and how to refer them to professional counseling, psychological, and social services. Investigate and assess student assistance models, access to mental social-emotional health services, and practice strategies that assist youth to build resilience, communicate constructively with peers and families, manage stress, and seek help. Assessments include class activities, case studies, a pre-practicum mini-lesson, and a reflection. The key assessment is an intervention and referral plan.

Improving School Health/SEL Through Coordination
EHE 672 3 credit(s)

The effectiveness of skills-based health/SEL increases when staff, administration, family, and the community cooperate, collaborate, and coordinate. Examine the CDC Whole School, Whole Community, Whole Child model, and the School Health Index to identify best practices to improve services to youth, including the delivery of health curriculum. Assessments include discussion forums, a WSCC summary paper, data analysis, and a School Health Index analysis. The key assessment is an Integration Project.

Health/SEL Skills for Risk Reduction and Positive Behavior Change
EHE 682 3 credit(s)

Learn the pedagogical strategies to reduce youth risk behaviors and increase protective factors and social-emotional competencies. Learn strategies to help K-12 students cope with trauma-informed environments and achieve positive behaviors. Assessments include discussion forums, a literature review, an analysis of YRBS data, a reducing risk factors chart, risk behavior presentation, coping with a trauma-informed environment, a community outreach presentation, and a pre-practicum mini-lesson. The key assessment is a skills-based health/SEL unit.

Practicum Prerequisites
  • Pass all teacher tests required by the state for this license. Massachusetts: Communication & Literacy and Health Education (MTEL).
  • Completed course in anatomy and physiology.
  • Pre-Practicum field experiences occur in selected courses.
  • Pass all required courses.
  • EDU 704 Practicum Readiness (1 credit)
  • Submit Practicum Application and Practicum Placement Approval Form.


Practicum Readiness
EDU 704 1 credit(s)

This course is specifically designed to determine readiness for the practicum. It will assist the teacher candidate to develop his/her skills to be ready to assume the role of student teacher from the first day of practicum. Students will understand the requirements of CAP by engaging in and completing the forms for each of the "essentials" and completing their own goals. All of the Tevera components, other than the practicum documents, will be completed. MTELs will be completed. Those having difficulty with the MTELs will be directed for support. Fieldwork assignments will be required.

Practicum & Seminar (licensure students only)

The practicum is guided and evaluated by a licensed/certified educator in the classroom and a Cambridge College supervisor. Practicum locations are subject to DESE regulations and must be discussed with the program chair and approved by the pre-practicum/practicum coordinator.

Practicum: HFCS (300 hours: 150 elementary & 150 secondary)
HEA 794 2 credit(s)
A supervised field experience of a minimum of 300 hours (150 elementary, 150 secondary) in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, which Cambridge College supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to: well-structured lessons, high expectations, meeting diverse needs, adjustment to practice, safe learning environment, professional culture/reflective practice, as well as formative assessment, differentiation and providing academic feedback.
Practicum Seminar: Health/Family/Consumer Sciences
HEA 791 2 credit(s)
The seminar for classroom experience supports student growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort/support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of their state and national curriculum frameworks, develop the skills necessary for the teacher tests, and become familiar with recent developments in local, state and global health education issues. HEA 790 Practicum required concurrently.

Core Faculty

Senior Instructor



  • Admission Test:

    No standardized graduate school tests required for admission into non-licensure programs

  • Admissions Office:
  • Application Form:
  • Application Fee:
    $50 ($100 for international students)

Program Requirements

Licensure and non-licensure candidates must document the successful completion of a course in anatomy and physiology. The program chair will provide a list of courses, locations, and course delivery systems upon request.

Health Requirements for Massachusetts Students 

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form

Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.


School Requirements

International Students 

International students need to provide supplemental documentation:

  • Official demonstration of English language proficiency
  • Supplemental documentation for issuance of I-20
  • International transcripts, evaluated by an accepted evaluation service

Transfer Credit 

Please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more about transferring credits.



  • Credits for Licensure:
  • Credits:
  • Cost per credit hour:
  • Application Fee:
    $50 ($100 for international students)
  • Health Insurance Fee:
    $3,940 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.)
  • Internship/Practicum Fee:

Note: Rates are as of July, 2022, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more

Take the Next Step Toward Your Master's Degree in Skills-Based Health and Social and Emotional Learning