EDUCATIONAL ENVIRONMENT AND SOCIAL-EMOTIONAL LEARNING IN PRIMARY SCHOOLS

Abstract

ABSTRACT: Various approaches are available to teachers for improving Social and Emotional Learning (SEL). The core components of action programs differ in the manner in which they are delivered, such as through explicit lessons, integration into academic subjects, or modifications in instructional practices. Some SEL interventions place greater emphasis on the development of particular competencies than others, while many programs target multiple skill domains simultaneously. Certain SEL programs have undergone rigorous evaluation through multiple field trials, whereas others are relatively new and supported only by preliminary evidence. Despite this diversity, several common characteristics are evident across SEL interventions. All SEL programs are based on a “Theory of Change” and can be described in terms of mechanisms that are believed to be critical for producing desired outcomes. Nearly all SEL programs assume that the development of skills in one domain (e.g., emotional competence) influences students’ competencies in another domain (e.g., interpersonal competence). For example, strong emotional skills enable students to understand the emotional cues of their peers and effectively manage their own feelings of frustration, thereby reducing conflicts in friendships. Likewise, the development of cognitive self-regulation skills enhances students’ participation in classroom activities, contributing to improved self-awareness and more positive attitudes toward learning.