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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 action research and skills required to conduct an effective literature review supportive of the continuous improvement of professional practice specific to teaching and learning in PK-12 settings. Supportive of the capstone Action Research Project students review the literature, identify a problem, develop a research question, validate the project, and identify outcomes for a self-selected inquiry.

Action Research II: Study Design and Implementation
EHE696 2 credit(s)

Prerequisite EHE695. In the course students identify the research design and submit a proposal for a self-identified action research project. Once approved, the proposal is implemented with guided practice of faculty. Progress is reported as a shared learning community supportive of providing constructive feedback to peers and as a mechanism for deep thinking about the topic selected related to professional practice. Journaling and documentation of activities related to work as a reflective practitioner are central to the course.

Action Research III: Research and Data Analysis
EHE697 2 credit(s)

Prerequisite EHE696. In this course students use qualitative and quantitative methods to analyze data collected in the previous course and prepare a preliminary paper of 16-24 pages that summarizes research findings as they relate to professional practice. Additionally, students present preliminary findings for their self-selected action research project to program cohort and faculty.

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

Prerequisite EHE697. In this course students finalize a written report for the action research project pursued over the three previous terms and prepare a presentation for the public dissemination of research findings. During the presentation, students are required to share the process of their research, resulting conclusions, and recommended actions for further development.

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

This course highlights the collaboration between school health and public health. Acquire the knowledge and health/social-emotional skill 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, a literature review, and an Advocacy Project. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience is not required.

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

Implementing skills-based health/SEL education in the health classroom provides teacher candidates with the knowledge and skill to design and implement skills-based health/SEL education based on state and national standards. Candidates access and analyze youth risk behavior data, use backwards design, infuse performance indicators, and plan assessment and instruction, including a skills-based unit and lesson plans. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

Teaching About Human Sexuality
EHE 632

Learn how human growth and development, social emotional learning, and sexual health affect adolescents and their families. Diversity in sexual orientation and gender identity are also examined. Demographic research, class discussions, activities, and development of a skills-based lesson prepare the candidate to teach age and culturally appropriate sexuality lessons that address reproductive health, family values, social emotional learning, sexual orientation and gender identity. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

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. Candidates examine the components of wellness and design strategies to help students build positive health behaviors that impact their health and lifelong wellness. Assessments include a mini-lesson, a school event, and a skills-based unit. Course assessments are aligned with MA PSTs and SMKs. Pre-Practicum required.

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

Learn to teach the knowledge and health/social emotional skills to help youth avoid injury and violence. Examine research, behavioral surveys, resources for students affected by violence, science-based curricula, negotiation and mediation skills, bullying, sexual harassment and assault, domestic violence, homophobia and racism. Assessments include evaluating curriculum, making group presentations, presenting a mini-lesson, creating a resource book, and designing and implementing violence prevention curriculum. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

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

Examine the factors that contribute to youth risk behaviors and positive behavior change. Using the state and national standards, candidates learn pedagogical strategies to reduce risk behaviors, increase protective factors and social emotional learning, encourage positive behavior change, and promote the development of youth leadership and social responsibility. Assessments include the implementation of a mini-lesson and a community advocacy project. Pre-practicum experience required.

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

Learn to identify youth who need school-based intervention and how to refer 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. Through case studies, acquire the knowledge and skills to promote mental/social emotional health. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

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

The effectiveness of skills-based health/social emotional learning is increased when it is part of a coordinated approach where school staff, administration, family and the community cooperate, collaborate and coordinate to support the health of students, staff, and the school community. Build and implement a coordinated school health program by using data, information technology, research, and collaboration while recognizing the unique academic, cultural and language needs of students. Course assessments are aligned with MA PSTs and SMKs.

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 TaskStream components, other than the practicum documents, will be completed. MTELs will be completed. Those having difficulty with the MTELs will be directed for support. Field work 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 ESE 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.

Senior Instructor

Adjunct 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; $100 for EdD)

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

See Admissions Requirements for School of Education

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

Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.

Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.



  • Credits for Licensure:
  • Credits:
  • Cost per credit hour:
  • Application Fee:
    $50 ($100 for international students; $100 for EdD)
  • Health Insurance Fee:
    $3,962 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

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