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Jagpreet
24 August, 2024
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In this blog we shall research SEL Programmes that have been successful and demonstrated positive outcomes, thus supporting their implementation within schools.
But before looking at the results, let us discuss what SEL includes. SEL programmes have been created to help children and adolescents develop social and emotional skills. These skills include:
According to the National Education Policy 2020 (NEP 2020), to support children’s overall development, Social-Emotional Learning (SEL) is crucial. It promotes an educational framework with the goal of “developing good human beings capable of rational thought and action, possessing compassion and empathy.”
SEL interventions have been shown in numerous studies to substantially improve children’s capacity for managing and expressing their emotions, which in turn promotes their general development, including behavioural and academic skills. This study aims to comprehend how SEL treatments affect children ages 10 to 15 in terms of their ability to express and manage their emotions. Designing and implementing SEL programmes in schools will be made better with knowledge of how SEL influences emotional expression and regulation.
Research has shown many beneficial student outcomes from SEL programmes, they are broadly classified as academic, social, and emotional benefits.
Various researchers have shown that there is a clear correlation between SEL and academic achievement. Students who take part in SEL programmes frequently show growth in their academic performance. According to a meta-analysis by Durlak et al. (2011), students in SEL programmes demonstrated an 11 percentile-point boost in academic achievement compared to their classmates who did not participate in such programmes. This improvement can be attributed to SEL’s promotion of improved motivation, improved focus, and improved stress management.
Students who participate in SEL programmes have much improved social skills, which improves connections with peers, teachers, and family members. Students who participate in these programmes learn how to resolve conflicts, communicate effectively, and operate as a team. According to research by Jones et al. (2015), children who took part in SEL programmes showed a higher propensity for prosocial behaviours like sharing, lending a hand, and working together. These enhanced social exchanges lessen bullying and aggressive behaviour in schools and promote a healthy learning environment.
SEL has significant positive effects on emotions. Students who have robust social-emotional abilities are more capable of managing stress, anxiety, and despair. Students who participate in SEL programmes get the skills necessary to comprehend and control their emotions, which increases their emotional resilience. Students who took part in SEL programmes reported better emotional well-being and lower emotional discomfort, according to a study by Brackett et al. (2012).
SEL has benefits outside of the classroom. Studies reveal that students who acquire robust social-emotional abilities in school have a higher probability of succeeding as adults. These people typically have greater mental health, more stable relationships, and higher employment rates. Heckman and Kautz’s (2013) study discovered that non-cognitive abilities like those acquired through SEL are far more important indicators of life success than cognitive abilities.
There are various SEL programmes that have been developed and implemented in schools globally. We have listed some of the well-researched and widely used programmes below.
CASEL is one of the top organisations in Social-Emotional Learning (SEL). This programme highlights 5 core components: self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making. CASEl offers resources and recommendations for putting into practice successful SEL programmes in schools.
The Second Step research-based SEL programme. It is intended for students in preschool through eighth grade outside India, however, we can include this programme in India also. Its main goal is to impart to children the fundamental social-emotional abilities of empathy, emotion control, and problem-solving. Research has demonstrated that the Second Step helps students become more socially competent and effectively reduces aggressive behaviour.
PATHS is another research-based SEL programme. It is aimed at preschool and primary school students. It seeks to enhance social competence, self-control, and emotional literacy. Studies have indicated that PATHS can result in notable enhancements in students’ social and emotional competencies, as well as it can reduce behaviour-related problems.
The SEL programme RULER was created by the Yale Center for Emotional Intelligence. It places a strong emphasis on the identification, comprehension, labelling, expression, and regulation of emotions. It has been shown that RULER increases academic achievement, develops emotional intelligence, and promotes a healthy school environment.
Careful preparation and a whole-school approach are necessary for the successful implementation of SEL programmes. The following are some recommended methods for integrating SEL into learning environments:
Leadership and staff members in schools must be committed to the successful implementation of SEL. Setting priorities for SEL and allocating resources such as time and training will help schools make sure it is integrated into the curriculum.
When it comes to implementing SEL programmes, teachers and staff are essential. It is crucial to give educators continual professional development and SEL strategy training to give them the tools they need to teach and model social-emotional competence.
The curriculum and regular activities of the school should incorporate SEL. Social-emotional learning is reinforced in a variety of circumstances when social-emotional learning is integrated into academic subjects, classroom routines, and extracurricular activities.
The programme’s effectiveness can be increased by involving families and the larger community in SEL initiatives. Parents and other guardians should have access to tools and opportunities from schools to enhance social-emotional development at home.
It is essential to regularly evaluate SEL programmes in order to track advancement and make required modifications. Schools should gather data on student performance and apply it to enhance and improve their SEL programmes.
The research on the outcomes of Social-Emotional Learning (SEL) programmes is interesting. In addition to improving academic achievement, SEL develops emotional and social skills, which are essential for success in the real world. As the value of SEL becomes more widely acknowledged in schools, putting best practices and evidence-based programmes into place will be crucial to maximising the advantages for students. By making SEL programmes, we help students develop the resilience, empathy, and self-assurance necessary to successfully negotiate life’s challenges in addition to putting them on the route to academic success.
The outcome of social-emotional learning involves a better behaviour aspect. Students take responsibility for their own actions and they tend to develop better qualities with time.
Emotions help to justify and explain feelings. It helps in thinking and creates a link between imagination and actions. It also helps to gain emotional intelligence.
SEL research helps both students and educators. It gives outcomes such as better learning, behaving positively, and performing academically well.
The 5 components of SEL include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
