Page 105 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 105
social and emotional learning as a tool for preventing esl
& Ellias, 2012). In the school setting, it is advised to focus on the link be-
tween programme developers and the ones actually implementing it by
stressing the importance of monitoring and supporting teachers during
the implementation process (Kres & Ellias, 2012). Successful implemen-
tation should: (i) create systems that allow integration of the interven-
tion at multiple levels of the school and across risks (e.g. being success-
ful for high-, medium- and low-risk students); (ii) develop infrastructure
for monitoring progress; and (iii) ongoing support systems or profession-
al development that often includes coaches external to the school systems.
Moreover, the interventions need to be culturally adapted to be most effi-
cient (Castro-Olivo, 2014).
For the purpose of fostering students’ comprehensive development, it
is advisable to integrate efficient SEL programmes in all schools within pri-
mary, lower secondary and upper secondary education (and preschools).
Since upper secondary schools have been pointed out as the most problem-
atic (a general decline in academic achievement and school bonding has
been perceived in the transition from lower secondary to upper secondary
education), when it comes to ESL (Motti-Stefanidi & Masten, 2013), the im-
plementation of SEL programmes is most advised there. But, in the long
run and taking the theoretical discussions and empirical research results
into consideration, the earlier we start the more beneficial it will be.
Conclusion
There is a common fear that focussing on social and emotional skills will
take time away from pure academic learning. Here it is necessary to point
out that SEL does not deter schools from the fundamental teaching and
learning processes and the acquisition of basic knowledge, but enables bet-
ter quality and more efficient teaching and learning within schools. As far
as ESL is concerned, an SEL intervention is a strong tool with effects on
school connectedness, commitment and positive attitudes to school, teach-
ers and peers and, nevertheless, also educational success. The school setting
is perfect for implementing these programmes since they are less time-con-
suming for schools and students, while their efficiency is supported by sev-
eral empirical studies regarding both the functioning of students and the
functioning of the school as a whole. Most importantly, the effects (also on
ESL) are largest and long term when the whole school approach is adopt-
ed, namely, when the students, their teachers and other school staff active-
ly participate in SEL.
105
& Ellias, 2012). In the school setting, it is advised to focus on the link be-
tween programme developers and the ones actually implementing it by
stressing the importance of monitoring and supporting teachers during
the implementation process (Kres & Ellias, 2012). Successful implemen-
tation should: (i) create systems that allow integration of the interven-
tion at multiple levels of the school and across risks (e.g. being success-
ful for high-, medium- and low-risk students); (ii) develop infrastructure
for monitoring progress; and (iii) ongoing support systems or profession-
al development that often includes coaches external to the school systems.
Moreover, the interventions need to be culturally adapted to be most effi-
cient (Castro-Olivo, 2014).
For the purpose of fostering students’ comprehensive development, it
is advisable to integrate efficient SEL programmes in all schools within pri-
mary, lower secondary and upper secondary education (and preschools).
Since upper secondary schools have been pointed out as the most problem-
atic (a general decline in academic achievement and school bonding has
been perceived in the transition from lower secondary to upper secondary
education), when it comes to ESL (Motti-Stefanidi & Masten, 2013), the im-
plementation of SEL programmes is most advised there. But, in the long
run and taking the theoretical discussions and empirical research results
into consideration, the earlier we start the more beneficial it will be.
Conclusion
There is a common fear that focussing on social and emotional skills will
take time away from pure academic learning. Here it is necessary to point
out that SEL does not deter schools from the fundamental teaching and
learning processes and the acquisition of basic knowledge, but enables bet-
ter quality and more efficient teaching and learning within schools. As far
as ESL is concerned, an SEL intervention is a strong tool with effects on
school connectedness, commitment and positive attitudes to school, teach-
ers and peers and, nevertheless, also educational success. The school setting
is perfect for implementing these programmes since they are less time-con-
suming for schools and students, while their efficiency is supported by sev-
eral empirical studies regarding both the functioning of students and the
functioning of the school as a whole. Most importantly, the effects (also on
ESL) are largest and long term when the whole school approach is adopt-
ed, namely, when the students, their teachers and other school staff active-
ly participate in SEL.
105
