What is Social Emotionl Learning (SEL) ?

SEL can be broadly defined as the process of acquiring the competencies, skills and/or attitudes to recognise and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations (Payton et al., 2000; Greenberg et al., 2003; Weissberg et al., 2015).

Dooes it need attention?

Humans are born with an innate capacity for forming social connections. Humans need social and emotional connections for learning and higher order cognition. Learning is facilitated or hindered by the social and emotional experiences of the learner. Therefore, an individual’s emotional and social development is as important as the individual’s cognitive and biological development. Education systems must be able to address and contribute to this aspect of human experience.

A growing body of scientific research indicates that students’ social and emotional competence not only predicts their school success, but also predicts a range of important outcomes in late adolescence and adulthood, including high school graduation, postsecondary completion, employment, financial stability, physical health, and overall mental health and well-being.

Importance of participating in SEL activities and events

Early childhood and adolescence constitute periods of maximal sensitivity of the brain to experience and to the environment. However, brain development, cognitive and social and emotional development are dynamic and non-linear. Therefore, enriched social environments and social interactions have a positive effect on brain maturation as well as on cognitive and social and emotional development at all ages.

Source and reference :

Rethinking Learning : Summary for Decision Makers

Coordinating Lead Authors: A. Duraiappah, J. Mercier, N. Chatterjee Singh

Extended Writing Team: L. Arthur, G. Borst, B. Dobia, M. Farber, J. Frank, P. Jennings, D. Khlentzos, M. J. Kitil, R. Parada, K. Ramanujan, S. E. Rivers, S. Roffey, C. Saron, J. Sauve, K. Schonert-Reichl, S. Sethi, N. Sheinman, N. Srinivasan, J. Trach