RSE3010 - International Summer School: A systematic whole school approach to social and emotional learning for educational leaders

MQF Level

Duration and Credits

Summer Period

5 ECTS

Mode of Study

Part-Time Day

This study-unit is recommended for educators, policy makers and practitioners who would like to promote and implement social and emotional learning (SEL) in schools and other educational settings as well as in non-formal education contexts. It discusses the role of educational leaders and practitioners in advancing and implementing SEL to promote the positive development of children and young people, providing evidence of how SEL leads to positive social, emotional and academic outcomes. It provides a systemic whole school framework of SEL and discusses how leaders in educational settings may adapt and implement the framework in their respective educational contexts through an interactive approach. The sessions will be organised in the form of experiential, skills based, small group activities.

Method of Assessment

Assessment Component/s

Weighting

Reflective Diary

25%

Classwork

75%

Main Reading List

CASEL (2003) Safe and Sound: An Educational Leaders Guide to Evidence-Based Social and Emotional Learning Programs, Collaborative for Academic, Social and Emotional Learning: CASEL.
Cefai, C., Simoes, C. & Caravita, S.(2021) A systemic, whole-school approach to mental health and well-being in schools in the EU. Publications Office of the EU
Cefai, C. Bartolo, P., Cavioni, V. & Downes, P. (2018). Strengthening Social and Emotional Education as a key curricular area across the EU. A review of the international evidence. Publications Office of the European Union.
Cipriano C. et al (2023) The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development.
Durlak, J.A., Domitrovich, C.E., & Mahoney, J (Eds.) (2025). Handbook of Social and Emotional Learning. Advancing Theory, Research, Practice. Second Edition Guilford Press.
Mahfouz, J & Greenberg, M (2025) Social and Emotional Competencies for Principals. In Durlak et al (eds) Handbook of SEL. Research and Practice
Patti, J. & Stern, R. (2024) Emotional Intelligence for School Leaders. Harvard University Press

Need help?

Please check your eligibility to join this short course and time-tabling details with the Centre for Resilience and Socio-Emotional Health. The short course will only be delivered subject to a minimum number of applications being received.

Information for International applicants

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Study-unit Aims

The study-unit aims to enable participants to appreciate the importance and relevance of socio-emotional learning for children’s and young persons' cognitive, social and emotional development and wellbeing. It also aims to provide students with the necessary knowledge to facilitate such competences effectively through a systematic, whole school approach. Through experiential, practical activities, participants will be provided with an opportunity to work collaboratively in the implementation of the framework at curricular, contextual and organizational levels, with sessions on programme implementation, classroom and school climates, collaboration with parents, the local community and mental health professionals, students’ co-design and participation, teachers’ education and wellbeing, and quality implementation and evaluation.

Learning Outcomes: Knowledge and Understanding

By the end of the study-unit the student will be able to:

identify the essential principles and theoretical background of a systemic, whole school approach to social and emotional learning.
critically describe the evidence and importance of SEL in the education and positive development of children and young persons.
identify the key components of the framework underpinning a systemic whole school approach to SEL, including curriculum programmes, co-design and student engagement, classroom and school climates, collaboration with parents and communities, and the social and emotional competence and wellbeing of the educators themselves.
identify the key steps of the SEL implementation framework in relation to their respective educational setting and their role as leaders in facilitating the implementation process

Learning Outcomes: Skills

By the end of the study-unit the student will be able to:

demonstrate how systematic and whole school approach to SEL may be adapted and applied within their respective educational contexts
implement SEL activities with children and young people in educational contexts, making use of experiential and SAFE approaches;
facilitate a school climate conducive to the development and application of SEL throughout the whole school through a collaborative, democratic, relational and inclusive leadership approach
mobilise the resources of their respective educational institutions, including the active participation and collaboration of students, staff, parents and the local community, in implementing a systemic, whole school approach to SEL
put into practice the SEL implementation framework, including needs analysis, action plan and evaluation, within their respective institutions
demonstrate competence in positive interpersonal and collaborative interactions
actively participate in actions to increase their own growth, wellbeing and resilience.

Non EU Applicants:

EUR325

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