Knowledge
SEL in schools amidst the Pandemic
The need for positive behavior, outlook, and healthy life choices has always been an unstated part of a student’s school life but the pandemic has further necessitated the same.
On 31 December 2019, the Chinese government announced an unidentified cause of a pneumonia outbreak in Wuhan. By April 2020, the Covid-19 pandemic had led to temporary countrywide or regional school closures in over 190 countries, affecting 1.6 billion learners, and over 91% of the world’s student population according to an UNESCO 2020 report. Against this backdrop of pandemic-induced upheaval, maintaining a sense of normalcy through education became the need of the hour. Educational institutions had to deliberate upon the means and measures that could be adopted to successfully cater to not only academics but also to the assorted platter of social and emotional complications that the human race now faced.
Instead of resigning ourselves to the curve balls thrown at us by life, we must look at strategies that can be adopted to not only help us tackle unprecedented challenges, but also evolve together as a community. In the last decade, educational institutions have been revolutionizing the teaching-learning process by bringing in innovative pedagogical practices. However, not all may be privy to the importance of honing children’s skills related to social and emotional learning, which, if started from an early age, have proven to be a determining factor in one’s achievement at school and in later life. The need for positive behavior, outlook, and healthy life choices has always been an unstated part of a student’s school life but the pandemic has further necessitated the same.
SEL is an integral part of education and human development. It is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. (Fundamentals of SEL, 2022) In an integrated school curriculum, it may look as simple as starting each day with a circle time wherein learners share how they’re feeling. Through shared dialogue, introspection, and active listening, they explore more about themselves and what they are capable of. They also begin to relate to their peers while respecting individual differences. Schools can also encourage learners to self-reflect and monitor their own progress through SLCs, Self-Assessments, Peer-Assessment, and co-construction of rubrics. SLCs or student-led conferences are an ingenious way to promote social and emotional learning. As opposed to the traditional parent-teacher meetings, an SLC paves way for a healthy discussion amongst learners, parents, and educators by giving a voice to the students and letting them take charge of their own learning.
Connection and collaboration amongst the learners and educators is another such tool that plays an integral role in helping learners navigate their way through life by contributing positively towards their psychosocial competencies and interpersonal skills. A collaborative model may take various forms. In a traditional offline setting, one can begin with the physical configuration of a classroom. Something as simple and effective as revamping the seating arrangement can pave the way for maximum student engagement, peer interaction, and opportunities for integrated hands-on activities. Similarly, in a virtual classroom space, the mentor can facilitate the process of collaboration among students by making use of functionalities like ‘Breakout rooms’, which are made available by applications such as Zoom and Microsoft Teams.
Such a learner-centric, collaborative framework not only grooms a generation of highly motivated and self-directed scholars but is also conducive to meeting their socio-emotional needs. When routinely practiced in a structured setting, collaboration equips learners with life skills that enable them to introspect, reflect, analyze and take action, while building healthy relationships along the way. They become aware of their own emotions, and those of others. For instance, in a group pod seating arrangement, the teacher-facilitator can place a diverse group of learners together so as to ensure inclusivity and sensitization of learners through constant exposure to heterogeneity. The class thus transforms into a safe space wherein the students think critically and creatively, problem-solve collectively, and exchange meaningful dialogue with their peers in a process that becomes cathartic in nature.
As our children take ownership of their own learning, they are empowered with a sense of control over their lives, as opposed to concocting feelings of helplessness and incapacity within themselves. This is precisely the reason why the benefits derived from SEL must not be overlooked in these testing times. Our seemingly functional world was caught unawares when the coronavirus hit us. It became a brazen reminder of our vulnerabilities as an individual and as a society.
With social avenues on lockdown, feelings of isolation and alienation gave rise to mental health concerns. In such a daunting scenario, such SEL strategies can be used to embrace said vulnerabilities instead of resorting to escapist strategies and maladaptive coping mechanisms, that may take the form of gaming addiction, compulsive use of the internet and social media, and substance abuse among children. It is also important to take heed of the role of all the stakeholders in this venture. With the closure of schools, the home transformed into a make-shift classroom and parents became a pivotal part of their child’s educational journey. By maintaining a reading list on topics such as cooperation, friendship, kindness, and gratitude, parents too can support SEL learning at home.
If the school is a microcosm of society at large, we must take a panoramic view of the education system and nurture well-rounded human beings who, more than being known for their academic prowess, become socially and emotionally equipped humanitarians and leaders of tomorrow.
Author – Dr. Sunita Swaraj, Principal, The Heritage School Vasant Kunj