Social and emotional learning: From individual skills to class cohesion

Abstract

AimTo evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools.RationaleMany frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion.MethodTeachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions.FindingsAlthough quantitative findings did not indicate statistically significant differences, qualitative responses suggested that the introduction of Circle Solutions increased inclusiveness and valuing of others, developed students’ emotional awareness, enhanced a positive sense of self and stimulated student engagement. Teachers increased their sense of efficacy for teaching social emotional skills and identified improvements in teacher-student relationships as well as in student confidence, peer relationships, empathy, kindness, and student engagement.LimitationsIssues with systemic implementation were identified.ConclusionCircle Solutions appears to have the potential to improve relationships, contributing to more connected and inclusive classrooms where children feel valued and appreciate others. Consideration needs to be given to sustainability and methodology in the evaluation of such programmes. There is a role for educational psychologists in establishing and supporting this intervention as happened throughout this study.

What are the ASPIRE Principles and Why Do They Matter for Post-Pandemic Education?

“…In Circle Solutions, students are regularly mixed up out of their usual social groups to talk with those they don't know. This has far reaching impacts for promoting class cohesion, supportive networks and resilience [8][9][10].…”

Using a person-centered analysis to examine second-grade outcomes of a universal SEL program.

“…As a result, there has been growing consensus that school should not only focus on instruction of academic or cognitive skills but also to educate children to be socially skilled to prepare for future life and work (Greenberg et al, 2003; National Research Council, 2012). Promoting children’s mental health and well-being also has been a significant driver of school-wide social–emotional learning (SEL) in a number of countries (Dobia et al, 2020).…”

“…Choi and Heckenlaible-Gotto (1998) further posited that the general education setting can best facilitate generalization and maintenance of social skills instruction while promoting academic performance and engagement. Dobia et al (2020) also contended that SEL practices should be embedded throughout everyday learning and relationships to achieve effective SEL skills.…”

Analyzing the Social Skills of Students at the Early Childhood Education Level and the Role of School Personnel

“…The policymakers, teachers and researchers must note it. The curriculum must highlight the key learning goals and outcomes related to socio-emotional competencies for various stages of the learning process (Dobia, Arthur, Jennings, Khlentzos, Parada, Roffey & Sheinman, 2020). The socioemotional development was included as a key competency area in the national policy document (Ministry of Federal Education and Professional Training, 2017) and national curriculum document (Pakistan) for early childhood care and education for grade pre-I (National Curriculum Council, 2020) that ensures the emphasis of this domain in the school and the classroom.…”

“…It placed children at the centre, surrounded by the actions and implementation strategies of the school. The outer sphere involves the actions and input from the community and education system for school-based strategies (Dobia, Arthur, Jennings, Khlentzos, Parada, Roffey & Sheinman, 2020).…”