TITLE PROPOSAL:

“SOCIAL AND EMOTIONAL LEARNING: ITS EFFECT TO

PSYCHOLOGICAL WELL-BEING OF LIBAY ELEMENTARY SCHOOL
PUPILS AMIDST PANDEMIC”

Conducted by:

NILDA Q. DAGUINOTAS
Teacher I
 CHAPTER I

INTRODUCTION
I. RATIONALE OF THE STUDY
The emergence of the new coronavirus disease 2019 in December 2019
and a global outbreak of the COVID-19 pandemic in March 2020 have resulted in
unprecedented lockdown of national economies and social distancing restrictions
which had far-reaching economic, political, and social (Bret’as and Alon, 2020:
Nicola et al; 2020) but also educational consequences. The nationwide closures
of educational institutions in 143 countries (UNESCO, 2020) have led to the
online learning mode, which dramatically changed studying and working patterns
(de Haas et al; 2020).
As a result of COVID-19, children are experiencing long duration of
quarantine, physical isolation from their friends, teachers and extended family
members, and are forced to adapt to a virtual/modular or blended way of
learning. Due to this unexpected and forced transition, children may not have
adequate academic resources, social contact and support, or a learning-home
environment, which may lead to a heightened sense of loneliness, distress,
anger and boredom-causing an increase in negative psychological outcomes.
Like physical health, positive mental health promises success in life. As
defined by the centers for Disease Control and Prevention (CDC); mental health
includes our emotional, psychological and social well-being. It affects how we
think, feel and act. It also helps determine how we handle stress, relate to others
and make healthy choices. Mental Health is important at every stage of life, from
childhood and adolescence through adulthood. In school we prioritize three
critical and inter-related components of mental health: 1. SOCIAL (how we relate
to others), 2. EMOTIONAL (how we feel) and 3. BEHAVIORAL (how we act)
support to promote overall well-being (Chafouleas, 2020).
The pandemic itself has caused much worry, stress and grief. These
stressors can cause mental health challenges for anyone and can cause acute
symptoms to appear for people who may experience preexisting mental health
challenges. Some of the typical indicators teachers may use to identify pupils
experiencing mental health difficulties may not be available. Some teachers may
not be meeting with pupils in person. Some teachers may not have the same
pupil drop-ins. Some teachers may not be able to read pupils’ masked faces. As
such, teachers may wonder how pupils are doing or the degree to which they are
struggling, particularly with respect to emotional problems.
 Although, studies show positive working-from-home experience
(e.g.,Dubey and Tripathi, 2020), pupils’ experience is generally described as
disrupted and leading to feelings of insecurity, anxiety and hopelessness (Hajduk
et al; 2020; Wang and Zhao, 2020). Pupils’ express concerns about economic
implications for society, health implications for their families and society, and their
own educational and career plans (Cohen et al; 2020). Studies present the
pandemic as a disruptive event causing stress that negatively affects pupils’
learning performance and psychological well-being. For example, studies show
such adverse effects of lockdowns as increased level of pupils’ social avoidance
(Al-Rabiaah et al; 2020), and a decreased quality of general life (Kaparounaki et
al; 2020). In terms of study experience, pupils are often dissatisfied with remote
learning, as they miss interactions with peers and teachers (de Haas et al; 2020).
They perceive their academic experience as difficult and worse than before the
pandemic due to the chaotic organization of the online learning and a lower
quality of online class as component to traditional ones. (Wilczewski et al; 2020).
Socio-emotional Learning (SEL) broadly refers to the acquisition of a wide
range of skills and attributes, which are considered critical to pupil’s
development. Although precise definitions vary, social-emotional Learning (SEL)
generally refers to a set of skills and attribute that are both different from, but also
integral to, pupils’ academic learning.
According the World Health Organization (WHO), “mental health is a state
of being well-being in which an individual realizes his or her own abilities, can
cope with the normal stresses of life, can work productively, and is able to make
a contribution to his or her community”. An individual’s mental health and well-
being are believed to be determined by a range of social, psychological, and
biological factors; and, as such, can be actively promoted through specific
actions and interventions, including through the creation of an enabling and
supportive environment both inside and outside of school.
Specifically, building social and emotional learning skills can help children
respond to difficult and unexpected situations in a calm and emotionally
regulated manner, enabling them to set out and develop strategies for dealing
with difficult circumstances, and to interact and work with others to address
problems (Arslan and Demistas, 2016; Education Links, 2018).
Social-emotional learning enables children to form and maintain healthy
relationships with others, work collaboratively to solve problems, and regulate
their behavior and emotions. Children with strong social-emotional learning
competencies perform better in school because they are able to focus on lessons
and work collaboratively with peers and their teachers to facilitate learning. (Dr.
Abenavoli) notes that “Children who feel connected to their teachers and peers
are more motivated to learn, and schools can provide and support SEL because
they are important life skills and facilitate academic learning”.
 Healthy social-emotional development is particularly important because it
impacts the whole child. Pupils with good social-emotional skills have better
academic performance and school behaviors (Durlak, et al; 2011; Payton et al;
2008), fewer behavior problems (Feinberg. et al.,2007), better relationships with
peers and family (Chow, et al., 2013; Crawford & Manasis, 2011), and fewer
mental health issues (Groeben, et al., 2011; Roll, et al., 2012). Pupils who have
difficulty navigating the social developmental shifts of school are more likely to
experience academic underachievement, behavior problems, and emotional
difficulties (Kupersmidt & DeRosier, 2004).
Many children and pupils struggle with mental health challenges that
impact their full access to and participation in learning, and these challenges are
often misunderstood and can lead to behaviors that are inconsistent with school
or program expectations. The COVID-19 global pandemic intensified this
challenge, accelerating the need to provide school-based mental health support
and leverage our accumulated knowledge about how to provide nurturing
educational environments to meet the needs of the pupils.
As pupils return to school, teacher might be the first trusted adult they
have encountered outside their home. Since COVID-19 containment measures
started. Teacher may be the first person to spot if something is wrong. During
times of stress and crisis, children observe adults’ behaviors and emotions for
cues on how to manage their own.
II. THEORETICAL FRAMEWORK
The Social and Emotional Learning (SEL) Framework provides the
structure for how to implement SEL and obtain the desired outcome. If the
SEL Competencies, instruction, and integration are the what, and the
outcomes are why, the theory of action is the how and identifies the areas
that require acting in order to implement SEL in a way that will result in
positive outcomes.
This theory of Action from the Collaborative for Academic, Social and
Emotional Learning (CASEL) is structured around four (4) key elements
1.) building the foundation and Plan; 2.) strengthening adult competencies
and capacity; 3.) promoting SEL for pupils; 4.) using data for continuous
improvement. Each of these elements contains action steps to move the
work forward. There is a role to be played at the district and school levels
and in some cases, that work is very similar.
Build Foundation and Plan
Building the foundation is how the District or School will create the
systems that support SEL instruction and integration. It is the action teams
will take to ensure that the climate is equitably, collaborative and inclusive.
 An includes things such as creating a team, creating a vision for SEL,
developing a communication plan to include all stakeholders, and
developing a plan of implementation for systemic SEL.

Strengthen Adult Competencies and Capacity

Strengthening adult SEL Competence and Capacity is listed before
promoting SEL with pupils. Adults need to know and understand what SEL
is, and they need to recognize their own skills and challenges. There are a
number of resources available to intentionally built adult skills and capacity
and placing a focus on this area will better ensure pupils learn and apply
SEL Skills. In this element, action steps provide opportunities for Teaching
Staff to learn, collaborate with one another, and to model SEL
Competencies.
Promote SEL For Pupils
Promoting SEL for pupils is how we intentionally teach, promote
and reinforce SEL with pupils. Remember that SEL is both acquisition of
skills and application of skills. This element focuses on intentional
programs and practices to do both across the District, School, Classroom,
Home and Community.
Use Data for Continuous Improvement
Using data for continuous improvement is both how we use data to
inform instruction and how we use data to short tests of innovative
practices.
Using long-term and short-term plan, do study, act cycles allow us
to test our practices and respond based upon our data in a timely and
effective way. The plan, do study, act cycles continuous improvement put
the focus on assessing and adjusting adult behavior and response. Rather
than looking at how to modify and improve our systems and approaches.
While pupil data and outcomes are part of this process, these cycles keep
the focus on building adult capacity to implement SEL programs and
practices with fidelity.

III. CONCEPTUAL FRAMEWORK

A fundamental mission of schooling is to educate the “whole child” which
includes promoting both cognitive and noncognitive skills. Research has revealed
schools to be one of the primary settings promote social-emotional learning
(SEL). SEL encompasses the processes through which individuals attain and
 effectively apply the knowledge, attitudes, and skills necessary to identify and
manage their emotions; understand another’s perspective and show empathy for
others; set and achieve positive goals; develop and sustain positive relationships;
and make responsible decisions. In a similar vein, contemplative education seeks
to educate the whole child, with a focus on developing mindful awareness, values
for moral living, caring for others, learning, and personal growth. Increasingly,
school-based practices, to foster attention, resiliency, and well-being.
Mindfulness is a state of consciousness that involve the direction of attention that
incorporates self-awareness with a core characteristic of being open, receptive,
and nonjudgmental. Both SEL and mindfulness-based initiatives in education
emphasize the development of positive self, moral, social and emotional
understanding. What has been missing in the literature is a clear theoretical,
empirical, and practical, articulation of how mindfulness-based practices may
deepen SEL within K-12 educational contexts. Future directions for the field of
mindfulness and SEL are also discussed.
IV. STATEMENT OF THE PROBLEM
This study is conducted to determine the effectiveness of the program
“Social and Emotional Learning: its Effect to Psychological Well-Being of a
Libay Elementary School Pupils Amidst Pandemic”.
Specifically, this study seeks to answer the following questions:
1. What is the level of mental ability of pupils before the intervention?
2. What is the level of mental ability pf pupils after the intervention?
3. What is the significant effect of the intervention in the level of mental
ability of the pupils?
4. Is there a significant difference on the level of pupils’ mental ability
after the intervention?

V. HYPOTHESIS

H.1: There is no significant difference on the level of pupils’ mental ability after
the intervention.
H.2: There is a significant difference on the level of pupils’ mental ability after the
intervention.
 CHAPTER II
RESEARCH METHODOLOGY

I.RESEARCH DESIGN
The study will utilize the qualitative approach, the method to produce the
standards and supplemental content was conducted in four (4) overlapping and
iterative phases. First phase, we reviewed literature on SEL skill development
and practice and produced a preliminary conceptual framework and set “starter
codes” for different element of SEL practice. Second, we designed data
collection instrument (based on the framework) and methods; and then collected
the narrative and artifacts data. In the third phase, we subjected the narrative
data to an iterative qualitative method or approach to evaluate the primary codes
and subcodes for specific SEL practices in within and across the four elements
mentioned in the framework. In the fourth phase, supplemental content was
assembled to support interpretation of the standards.

II. RESEARCH SETTINGS

The study will be conducted in Libay Elementary School, Libay, Sibutad,
Zamboanga del Norte, Region IX, Philippines. Libay Elementary School is belong
in Sibutad District.

III. PARTICIPANTS OF THE STUDY

The participants for the program are the five (5) Grade 4-Section -A pupils
of Libay Elementary School for the School Year 2022-2023.

IV. INSTRUMENTS
A researcher made questions to identify and evaluate instruments for
measuring social and emotional learning skills of the pupils. Practitioners can use
the questions in this worksheet to identify the instruments and determine whether
those instruments align with their needs. The questions in STEP 1 can be used
to identify the skills that will be measured, the target group of respondents and
the purpose for using the instrument. The question in STEP 2 can be used to
identify the components of reliability and validity that are most important in the
practitioners in School or District.
 STEP 1 QUESTIONS:
1. What are the specific skills to be measured?
2. What pupils are you planning to assess?
3. What is the purpose for using an instrument?

STEP 2 QUESTIONS (YES OR NO ANSWERS):

1. Is it important that pupils were involved in the instrument is development
process
2. Are you interested in using scores from the instrument along with instrument
that measure other related social and emotional learning skills?
3. Are you interested in measuring a specific social and emotional learning skills
using more than one mode of measurement, such as pupils’ self-report
surveys and observation?
4. Are you interested in connecting your pupils’ social and emotional learning
skills scores to other consequent outcomes, such as achievement scores,
graduation rates and attendance?

VI. DATA GATHERING METHODS AND ETHICAL CONSIDERATIONS

To gather the primary data accurately, the researcher follows the three
steps: First, the teacher provide assessment by letting the pupils perform the
simple Emotional Check-Ins question like “What color do you like? ask them to
illustrate how they feel using colors to represent their feelings or happiness,
sadness, anger, etc.….and let them share how they feel with the rest of the
classroom. Then, as protocol, the researcher ask permission from the School
Principal through a letter of intent to conduct research. Then, a meeting with the
identified parents of the participants to inform them about the intervention
program to the identified pupils.
VII. STATISTICAL ANALYSIS OF DATA
A qualitative approach was conducted on the characteristics of the
treatment of the said participants. The teachers began to conduct or give the
activity that following the Social and Emotional Learning (SEL). The researcher
maintained the treatment monitoring if the program is effective on pupils’ mental
ability.
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