SOCIAL EMOTIONAL LEANING

Risa Nakayama
Agenda of today
•Lessons from
yesterday
•Background | Health
System
•Social Emotional
Learning
Lessons from yesterday-
continuity on today
• Education and knowledge is essential for
psychological social response
• Not only with psychological training, we also need
preparation with continuous and appropriate training
to enhance resilience.
• Refreshment to share lessons learned with updated
information and training.
BACKGROUND | HEALTH
SYSTEM
Primary Health Care(PHC)

• What is Primary Health Care(PHC)?

• From yesterday… Training to enhance capacity of local resources
PRIMARY
HEALTH
CARE
=Ensures people
receive quality
comprehensive
care
Universal Health Coverage

• Universal health coverage (UHC) is about ensuring that people have access to the
health care they need without suffering financial hardship. It is key to achieving
the goals
• Without good health, children are unable to go to school and adults are unable to
go to work.
UNIVERSAL
HEALTH
COVERAGE
=HEALTH
FOR
ALL
In low-income countries, the percentage of out-of-pocket
costs for health care in national health care expenditures is
42.3%; in high-income countries (OECD), the percentage of
out-of-pocket costs for health care is 17.9%.
World Bank for
Universal Health Coverage (UHC)
•World Bank Group’s (WBG) twin goals 
1. Ending extreme poverty
2. Increasing equity and shared prosperity
•Reimagining Primary Health Care
Cases of COVID-19
• Sharing experiences.

(World Bank 2020)

Preparation and prevention
• Recognizing that health system resilience and universal
health coverage are central for effective and sustainable
preparedness, prevention and response to pandemics
and other public health emergencies.
(WHO 2023, Preparation for the high-level meeting of the United Nations General Assembly on
universal health coverage https://apps.who.int/gb/ebwha/pdf_files/EB152/B152_CONF7-en.pdf)
Individual responsibility
promotes Global
Health?

Individual Capacity
Development is
essential even in the
context of global
health.
SOCIAL EMOTIONAL
LEARNING
Social and Emotional Skills
1. They manifest in consistent patterns of thoughts, feelings and
behaviors.
2. They can be developed through formal and informal learning
experiences.
3. They influence important socio-economic outcomes
throughout the individual’s life. （ OECD, 2015)
SEL competencies
•The five broad, interrelated areas
of competence are:
1. self-awareness
2. self-management
3. social awareness
4. relationship skills
5. responsible decision-making
 (CASEL framework)
Self Awareness
• The ability to accurately recognize one’s own emotions, thoughts, and values
and how they influence behavior. The ability to accurately assess one’s
strengths and limitations, with a well-grounded sense of confidence,
optimism, and a “growth mindset.”
• Identifying emotions
• Accurate self-perception
• Recognizing strengths
• Self-confidence
• Self-efficacy
Self Management
• The ability to successfully regulate one’s emotions, thoughts, and behaviors in
different situations — effectively managing stress, controlling impulses, and
motivating oneself. The ability to set and work toward personal and academic
goals.
• Impulse control
• Stress management
• Self-discipline
• Self-motivation
• Goal-setting
• Organizational skills
Social Awareness
• The ability to take the perspective of and empathize with others, including
those from diverse backgrounds and cultures. The ability to understand social
and ethical norms for behavior and to recognize family, school, and
community resources and supports.
• Perspective-taking
• Empathy
• Appreciating diversity
• Respect for others
Relationship Skills
• The ability to establish and maintain healthy and rewarding relationships with
diverse individuals and groups. The ability to communicate clearly, listen well,
cooperate with others, resist inappropriate social pressure, negotiate conflict
constructively, and seek and offer help when needed.
• Communication
• Social engagement
• Relationship-building
• Teamwork
Responsible Decision Making
• The ability to make constructive choices about personal behavior and social
interactions based on ethical standards, safety concerns, and social norms. The
realistic evaluation of consequences of various actions, and a consideration of
the well-being of oneself and others.
• Identifying problems
• Analyzing situations
• Solving problems
• Evaluating
• Reflecting
• Ethical responsibility
 SOCIAL
EMOTIONAL
SKILLS
(MEASUREMENT
USED BY
OECD, 2022)
Social and emotional skills are important for us?
Social and emotional learning (SEL) is the process
through which all young people and adults
acquire and apply the knowledge, skills, and
attitudes to develop;
• healthy identities
• manage emotions and achieve personal and collective goals
• feel and show empathy for others
• establish and maintain supportive relationships
• make responsible and caring decisions
We know Social Emotional skills are important!
However…
• Few education systems provide detailed guidance for
enhancing socioemotional development (OECD, 2015).
• It is also difficult for teachers to understand.
• This is especially difficult for teachers, who are
overwhelmed by the demands of teaching their students
to perform well in core subjects such as math and
language arts.
Cognitive skills and Non-cognitive skills
• Cognitive Skills
(measured by IQ)
The ability to acquire knowledge,
thought, and experience, including
interpretation and reasoning based on
acquired knowledge. Academic ability,
etc.
• Non-cognitive skills
（ Soft skills, nearly equals to Social
and Emotional Skills. ）
“Non cognitive skills” doesn’t explain
everything
• The term social emotional skills is to be preferred over “non-
cognitive skills” because many of the skills subsumed under the
previous definition also require specific cognitive abilities (De
Fruyt, Wille and John, 2015).
• E.g. Collaborative problem solving, for example, entails both
cognitive and non-cognitive abilities. 
Research: Social and emotional skills are related to important
student outcomes

• Researches found that personality influences the quality of one’s thinking (Barratt,
1995) and that grit (persistence) and self-control influence how much a child learns in
school (Duckworth et al., 2007; Duckworth, Quinn and Tsukayama, 2012).
• Longitudinal studies showed that childhood self control, emotional stability,
persistence, and motivation have long term effects on health and labour market
outcomes in adulthood (Borghans et al., 2008; Chetty et al., 2011; Moffitt et al., 2011).
• Some studies even found that these sorts of attitudes and behaviours are stronger
pedictors of long-term outcomes like college attendance, earnings, home ownership
and retirement savings than test scores.
• Students who find it difficult to regulate their emotions; that is, those who are less
stress-resistant and less optimistic, tend to have lower school performance when
compared to their peers.
 SEL is Important in Contexts of
Violence and Conflict
• The negative impact of natural disasters, political
crises, health epidemics, pervasive violence and armed
conflict affects on the mental health (1)
• Such adversities and the associated detriments they
cause impact not only well-being but also learning
outcomes(2)
• Schools are often seen as a means of ensuring
children’s safety and well-being(3)
• Education programs that incorporate SEL can play a
crucial role in developing protective factors in youth which
mitigate the negative developmental and behavioral
effects of exposure to conflict(4)
• (1) Machel 1996, Summerfield 1991, Apfel and Simon 1996, Bernard van Leer Foundation 2005.(2) Kostelny and Wessells 2010.
(3) (Alexander, Boothby, and Wessells 2012 (4).World Bank 2013
 SEL
IN
CONFLICT
SETTING
IQ AND EI(EQ)?
What are they?
The intelligence quotient (IQ)

The Intelligence Quotient (IQ) is defined as

a comparison between what is normal for
a certain age and what is observed in a
specific child.

IQ measures how well someone can use

information and logic to answer questions
or make predictions.
IQ includes..

use logic to
plan and understand
solve
strategize abstract ideas
problems

learn and
grasp and use
adapt to
language
change
Emotional Intelligence (EI) 

The concept of Emotional Intelligence

(EI) has emerged as a way to describe
another set of thinking skills.

EI refers to your ability to recognize

and regulate emotion, and to use
social awareness in problem-solving.
Emotional quotient(EQ)
• Emotional Quotient(EQ) is an abbreviation for "emotional quotient" and is
often translated as "emotional quotient" in contrast to Intelligence
Quotient (IQ).
• Taking an EQ test can give you a glimpse of your Emotional
Intelligence(EI).
• It also refers to; see your ability to sense emotion in yourself and in other
people and how you use that awareness to guide your behavior.

• However, that just as IQ tests do not completely capture a person's

intelligence, EQ tests do not capture all of a person's emotional
intelligence.
Emotional Quotient (EQ) may be related to:

Adapt your
identify
Empathize with feelings and Control your
emotions in
other people behavior to impulses
yourself and others
different situations

Withstand Resolve
Communicate
temptations and conflicts with
effectively
delay gratification others
Attachment

(Harry Harlow)
DO YOU FEEL STRESS?
Social emotional skills are important for controlling your emotional status.
 SERIOUS
ISSUES IN THE
BRAIN
Abuses affect seriously on
some parts of brain
Maltreatment
• Childhood maltreatment is a stressor
that can lead to the development of
behavior problems and affect brain
structure and function. 
1. Hormone level
changes
• Cortisol and adrenaline are the
“stress hormones” that help you
react to a perceived threat or
danger by directing blood flow
to major muscle groups and
bypassing the thinking part of
the brain to activate the survival
part.(Valk et al. 2018)
• A study found that children with
post-traumatic stress disorders
and high levels of the stress
hormone cortisol were more
likely to experience a decrease
in the size of their
hippocampus — the part of the
brain responsible for
processing memory and
emotion (Carrion et al. 2009)
2. Immune system changes

• through multiple organs,

tissues, and cells, the immune
system defends against
infections, allergies, and
inflammatory reactions.
(Elwenspoek et al. 2017)
3. Neurological changes

• Association between child

abuse and deficits in IQ,
memory, working memory,
attention, response inhibition
and emotion discrimination.
4. Epigenetic changes:
• Epigenetics is the study of how
your environment and experiences
can alter which genes turn on and
off, known as gene modification.
• For example, you may be born with
a capacity to be confident, but if
you are undernourished and
abused as a child, you are likely to
turn into a stunted and fearful
adult instead (Center on the Developing
Child at Harvard University 2018.)
 EXAMPLE;
Women’s role, Men’s role
What do you want your children to
become in the future ？

• Is it different for boys and girls?

• What is girly or boyish?
• Reflects parental and social values?
Supporting children’s healthy
development
• Don’t apply unconscious assumptions about what things should be
to children
• Accept things as they are without controlling them
• Observe what they are good at and listen to their opinions
• Help children to imagine and create the future.
• Support to enhance their social emotional skills.
PRACTICES
Introducing some SELs
 SEL: Supporting children to know how to
• Build strong, caring relationships with students/children to give them a
sense of belonging.
• Teach and model empathy, so students feel understood and can better
understand others.
• Awaken students' self-awareness, including the ability to name their own
emotions, have accurate self-perceptions, and display self-confidence
and self-efficacy.
• Help students manage their behavior through impulse control, stress
management, and other positive skills.
• Improve students' social awareness and interaction with others.
• Teach students how to handle relationships, including with people whose
backgrounds differ from their own.
• Guide students in making responsible decisions.
1. Model and teach emotional regulation

As adults, it is important to model how to regulate emotions in a

healthy way. This means acknowledging and accepting all
emotions, while also teaching children how to manage and cope
with difficult emotions.

Practice deep breathing or mindfulness exercises as a family to

help regulate emotions.
2. Practice active listening and empathy:

One of the cornerstones of EI and SEL is the ability to

understand and empathize with others.

Actively listening to children and modeling empathy

when they are upset can help them build these skills.

Ask open-ended questions and reflect back their

emotions to show that you understand how they feel.
3. Encourage goal-setting and perseverance
Help children set goals and work towards achieving them.
Encourage them to persevere even when things get
tough.
Setting small goals and celebrating successes along the
way can be a great motivator

Ask open-ended questions and reflect back their emotions

to show that you understand how they feel.
4. Foster positive relationships

Positive relationships with peers and adults can

help build children's social and emotional skills.

Encourage and facilitate social interaction with

peers and adults in a supportive environment. 
5. Utilize SEL programs

Consider implementing an SEL

program at school or at home.

You can access to the world bank

website to provide tool-kits.
SEL programs(references)
• “World Bank “ Step to step, Tool Kit for students and teachers”
• CASEL(Collaborative for Academic, Social, and Emotional
Learning) has conducted research demonstrating the benefits of
social and emotional learning, including improved academic
achievement and social skills, and reduced behavioral problems
• OECD(2022) SEL
Summary
• Overall, the key is to prioritize and intentionally cultivate social and emotional
skills in children through modeling, teaching, and practice. These skills will not
only benefit them in childhood, but in all aspects of their lives as they grow into
adulthood.
• SEL advances educational equity and excellence through authentic school-family-
community partnerships to establish learning environments and experiences that
feature trusting and collaborative relationships, rigorous and meaningful curriculum
and instruction, and ongoing evaluation. 
• SEL can help address various forms of inequity and empower young people and
adults to co-create thriving schools and contribute to safe, healthy, and just
communities.