Course : SOCS6032-Natural Science for Primary 1

Effective Period : September 2016

Social and emotional learning

in schools

Session 17
 Acknowledgement

These slides have been adapted from:

Jones, S. M., Bouffard, S. M.,(2012). Social and

Emotional Learning in Schools From Programs
to Strategies. Social policy report vol 26 [4]
Learning Objectives
Influenced by relationships and
social environments, including
informal interactions as well as
structured programs

Perform better in school,

have more positive
relationships with peers and
Children who have adults, and have more
strong social and
emotional skills
positive emotional
adjustment and mental
health.
Social and emotional learning (SEL) programs tend
to refer to those that “foster the development of
five interrelated sets of cognitive, affective, and
behavioral competencies: self-awareness, self-
management, social awareness, relationship skills,
and responsible decision making”
Broadly speaking, SEL refers to a set of skills that individuals need to succeed in
schooling, the workplace, relationships, and citizenship.
 Sequenced
Explicit about activities that led
targeting in a coordinated
specific skills and connected
Characteristi way to skills
cs of
Effective SEL
Programs

Focused on Active
developing
one or more forms of
social skills learning
 Building Integrated Approaches
• SEL skills develop in an ongoing
to SEL in Schools
and cumulative way from birth
through adolescence
• Because social and emotional • Social and emotional skills
skills develop across contexts, are associated with
SEL efforts should also be academic outcomes through
horizontally aligned—that is, multiple pathways that vary
intentionally connected and according to types of skill
consistent across micro contexts
within schools (e.g., classrooms,
playgrounds, lunchrooms)
Continuity Social,
and emotional,
consistency and academic
are essential skills are
for SEL skill interdepende
development nt
classrooms
SEL skills
and
develop in
schools social
operate as
• Together, culture and climate set
the tone and focus of systems contexts
relationships and interactions
between leaders, staff, and
students and of their approaches
to teaching and learning
Moving toward integrated approaches
to SEL development will require that
all stakeholders be open to innovation
and committed to evaluation and
refinement
References
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