Schools as contexts for the development of social and emotional learning

Abstract

This study describes the developmental process in a secondary school which had taken up the challenge of responding more effectively to an increasingly diverse community of learners. The study was aimed at understanding the challenges faced by the school in this area and the ways it sought to create a more inclusive community, with a particular focus on social and emotional learning. A qualitative case study design was used, with semi-structured interviews held with various stakeholders, namely the school administration, teachers, support staff, parents and the students. Findings indicated that to be able to respond to student diversity, a school needed to restructure its culture, policies and practices. Teachers needed continual preparation and a vast array of skills, knowledge and pedagogical approaches to help them reach out to all learners. Structural barriers needed to be removed and collaboration encouraged at class, school and community level. The importance of parental involvement was also emphasized as was also the Head’s commitment to inclusive values and a distributed style of leadership.