Take the lead : transforming social and emotional learning theory into practice

Abstract

Society is nowadays regarding mental health as an integral part of human wellbeing; yet for many the reality is somewhat different as mental health still seems to imply something negative and particularly related to mental illness. In order to ensure the holistic development of a healthy society, educational programs that are based on prevention as well as early intervention are imperative. Hence the need for Social and Emotional Learning (SEL) programs in schools. The aim of this study was to look at positive and less positive aspects of SEL programs that are already being put into practice in a number of schools in South Australia. The data collected will shed light upon recommendations for the local scenario. The study was carried out in 3 state schools in South Australia, with classroom observations and interviews with teachers. The sample was made up of 21 classroom teachers who were selected randomly. Each semi-structured interview consisted of several open-ended questions related to the SEL program being put into practice. Furthermore observation sessions were conducted in one particular school in order to shed light on this educational context as well as to contrast or complement the data collected from the interviews. The information acquired throughout the data collection process was then further analysed according to the prevalent themes emerging from the same data. The results indicated that pupil-teacher relationships as well as peer relationships amongst children and adults alike are imperative for the acquisition of SEL skills. In addition, the need to foster a positive school community which enhances self-esteem and resilience whilst providing the necessary resources for teachers to transmit SEL skills are all key factors that promote the implementation of these programs. Concurrently a whole-school approach to SEL with the use of a common language Is another asset highlighted by the respondents.