Page 188 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 188
uations and use them in everyday life. Some schools also opt for learning pro-
grammes of this kind to avoid specific problems such as drug and alcohol
abuse, aggressive behaviour, bullying and academic underachievement (Zins
and Ellias, 2006). Social and emotional learning programmes of higher quali-
ty also give students an opportunity for active participation in class activities,
school and society, which improves students’ sense of belonging and encour-
ages motivation (Hawkins, Smith and Catalano, 2004). In light of this, univer-
sal predesigned programmes, like the FRIENDS programme, are welcome in a
school setting, as they are less time consuming for schools and students, while
their efficiency is nevertheless supported by a number of empirical studies
both for the functioning of students and functioning of the school as a whole.
A finding by Durlak et al. (2011) stating that the school staff (and not only pro-
fessional help from outside of the school) are also able to deliver social and
emotional learning programmes in an equally efficient measure is also impor-
tant for schools. This means that such programmes are easy to integrate into
regular school work, as no additional professionals need to be hired for them
to be efficient. It also needs to be pointed out that with the purpose of foster-
188 ing students’ comprehensive development, it is advisable to integrate efficient
social and emotional learning programmes in all schools within the primary,
lower secondary and upper secondary education.
Other approaches foster social and emotional learning based on the crea-
tion of a safe and encouraging learning environment, which includes integra-
tion of peers and parents into creating a positive classroom and social climate
(Hawkins et al., 2004). Studies (Kos, 1990; Wienke-Totura et al., 2009) general-
ly indicate a correlation between anxiety and a negative school climate. Anx-
iety, to a large degree, occurs in a negative school climate (Wienke-Totura et
al., 2009). At this level, the importance of additional training for headteach-
ers about the means of creating and maintaining a stimulating school climate
needs to be highlighted. At a school level, headteachers are responsible for
the climate within their respective school. Studies conducted using Slovenian
data (Kozina, Rožman, Vršnik Perše and Rutar Leban, 2012) suggest a negative
school climate, as perceived by headteachers, is significantly correlated with
student underachievement.
A good example of fostering social and emotional learning within the
classroom is cooperative learning during which students learn from one an-
other, make each other enthusiastic about the content, learn to accept oth-
ers and their views and learn negotiation and conflict resolution skills. Efficient
learning of social and emotional skills may also take place within a non-for-
mal curriculum, i.e. during lesson breaks and as part of after-school classes.
This knowledge is at a later time also transferred within lessons and facilitates
more efficient learning (Zins et al., 2004). A comprehensive impact of social
student (under)achievement: perspectives, approaches, challenges
grammes of this kind to avoid specific problems such as drug and alcohol
abuse, aggressive behaviour, bullying and academic underachievement (Zins
and Ellias, 2006). Social and emotional learning programmes of higher quali-
ty also give students an opportunity for active participation in class activities,
school and society, which improves students’ sense of belonging and encour-
ages motivation (Hawkins, Smith and Catalano, 2004). In light of this, univer-
sal predesigned programmes, like the FRIENDS programme, are welcome in a
school setting, as they are less time consuming for schools and students, while
their efficiency is nevertheless supported by a number of empirical studies
both for the functioning of students and functioning of the school as a whole.
A finding by Durlak et al. (2011) stating that the school staff (and not only pro-
fessional help from outside of the school) are also able to deliver social and
emotional learning programmes in an equally efficient measure is also impor-
tant for schools. This means that such programmes are easy to integrate into
regular school work, as no additional professionals need to be hired for them
to be efficient. It also needs to be pointed out that with the purpose of foster-
188 ing students’ comprehensive development, it is advisable to integrate efficient
social and emotional learning programmes in all schools within the primary,
lower secondary and upper secondary education.
Other approaches foster social and emotional learning based on the crea-
tion of a safe and encouraging learning environment, which includes integra-
tion of peers and parents into creating a positive classroom and social climate
(Hawkins et al., 2004). Studies (Kos, 1990; Wienke-Totura et al., 2009) general-
ly indicate a correlation between anxiety and a negative school climate. Anx-
iety, to a large degree, occurs in a negative school climate (Wienke-Totura et
al., 2009). At this level, the importance of additional training for headteach-
ers about the means of creating and maintaining a stimulating school climate
needs to be highlighted. At a school level, headteachers are responsible for
the climate within their respective school. Studies conducted using Slovenian
data (Kozina, Rožman, Vršnik Perše and Rutar Leban, 2012) suggest a negative
school climate, as perceived by headteachers, is significantly correlated with
student underachievement.
A good example of fostering social and emotional learning within the
classroom is cooperative learning during which students learn from one an-
other, make each other enthusiastic about the content, learn to accept oth-
ers and their views and learn negotiation and conflict resolution skills. Efficient
learning of social and emotional skills may also take place within a non-for-
mal curriculum, i.e. during lesson breaks and as part of after-school classes.
This knowledge is at a later time also transferred within lessons and facilitates
more efficient learning (Zins et al., 2004). A comprehensive impact of social
student (under)achievement: perspectives, approaches, challenges
