Schools are perfect hubs for social and emotional learning, but a 2023 OECD survey raises questions about whether they’re ready for the task, writes Katie Fotheringham.
The Organisation for Economic Co-operation and Development (OECD) survey on Social and Emotional Skills for Better Lives gathered responses from principals and teachers in nine cities from different countries and regions.
Results indicate that schools aim to develop social and emotional skills in students as much as they promote academic skills. However, the former are less commonly evaluated than the latter.
Schools mainly embed social and emotional promotion into their general practices, while activities and lessons focusing on learning these skills are less common.
Active promotion of social and emotional learning in schools as well as extensive learning opportunities for teachers on relevant topics provide fertile ground for effective social and emotional education.
They boost teachers’ self-efficacy, use of active learning pedagogies, and quality relationships at school.
Vital for school and social cohesion
IEU-QNT Branch Secretary Terry Burke says social and emotional skills are indispensable for the cohesion of our schools and, more broadly, our societies.
“While we are seeing increased rates of challenging behaviour, violence and harassment against our teachers and principals, it is more important than ever that students are equipped with the skills to manage and process their emotions in a healthy way,” Burke says.
“Studies have proven that social and emotional skill levels predict important life outcomes in various domains, such as academic achievement, employment and health.”
Burke says teachers play a key role in creating a school and classroom environment that nurtures student social and emotional development.
“Teachers can provide students with opportunities to work and debate in groups, be creative, and feel and express joy and pride while learning,” he says.
“They can mentor and guide students on how to resolve conflicts that inevitably arise along the way and draw students’ attention to the needs of others.
“However, with ever-increasing workload and work intensification pressures, it is paramount that any additional expectations of social and emotional learning are managed in a way that does not contribute to teacher stress and burnout,” he says.
Evaluating skills
The OECD report indicates that although many countries have incorporated social and emotional skills development into their education curricula, there is often a gap between stated goals and their implementation in schools.
Burke says the report indicates that schools need to systematically evaluate and assess students’ social and emotional skills to bridge the gap between written and attained curriculum goals.
“Assessments help teachers tailor their teaching methods to individual student needs and improve overall learning outcomes,” Burke says.
“Data indicates that schools with systematic recording of student test results and graduation rates perform better academically.
However, Burke says there is a disparity between academic and social and emotional assessments. “While most schools evaluate academic progress, fewer assess social and emotional skills,” he says.
Closing this gap is crucial for fostering social and emotional learning in schools, Burke says, “but any additional evaluations that could increase workload pressures must be closely monitored”.
Active promotion, diverse approaches
Burke says the effectiveness of enhancing social and emotional skills in schools depends on active promotion, with various approaches showing promise.
“These include specific programs, activities targeting these skills, and extracurricular activities,” he says.
“Data from the OECD survey suggests that embedding the promotion of these skills into existing school practices is prevalent.
“For over 80 per cent of students, social and emotional skills are promoted through general school practices, disciplinary rules, teacher efforts, providing feedback to parents, and inclusion in educational plans.
“This approach is widespread across cities involved in the study, indicating its prevalence in enhancing social and emotional learning,” he says.
Reference
Social and Emotional Skills for Better Lives: Findings from the OECD Survey on Social and Emotional Skills 2023: bit.ly/3TAe3y3