Page 117 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 117
tudents’ Social, Emotional and Intercultural
Competencies and their Development
in School Settings
Mirta Mornar, Institute for Social Research in Zagreb, Croatia
Jelena Matić Bojić, Institute for Social Research in Zagreb, Croatia
Iva Odak, Institute for Social Research in Zagreb, Croatia
Nina Eliasson, Mid Sweden University, Sweden
Katinka Gøtzsche, The Danish Association for Promoting Life Wisdom in Children,
Denmark
Lana Jurko, Network of Education Policy Centers (NEPC)
Ana Kozina, Educational Research Institute, Slovenia
Aleš Ojsteršek, Ministry of Education, Science and Sport, Slovenia
Christine Sälzer, University of Stuttgart, Germany
Manja Veldin, Educational Research Institute, Slovenia
Svenja Vieluf, Leibniz Institute for Research and Information in Education, Germany
Introduction
Existing research on students’ competencies and their educational
experiences points to social and emotional competencies as being
crucial for students’ well-being and academic performance, and for
establishing satisfactory relationships with others. These findings stress
the importance of the role of the school in fostering not only students’
cognitive development, but their social and emotional development as
well. School-based programmes for students’ social and emotional learn-
ing (SEL) hold the potential to provide “the missing piece” in education
(Bridgeland, Bruce and Hariharan, 2013), thus providing students with
the skills needed for personal development and fostering harmonious so-
cial relations.
Social and emotional learning includes processes of acquiring core
competencies to recognise and manage emotions, set and achieve positive
goals, appreciate the perspectives of others, establish and maintain posi-
tive relationships, make responsible decisions, and handle interpersonal
situations constructively (Elias et al., 1997). According to the widely used
conceptual framework, SEL programmes aim to foster the development
of five interrelated sets of cognitive, affective and behavioural competen-
cies: self-awareness, self-management, social awareness, relationship skills,
and responsible decision-making (Collaborative for Academic, Social,
and Emotional Learning (CASEL), 2003). In other words, SEL pro-
grammes aim to build children’s capacities to accept and value themselves
https://doi.org/10.32320/1581-6044.31(3-4)115-137 115
Scientific review article
Competencies and their Development
in School Settings
Mirta Mornar, Institute for Social Research in Zagreb, Croatia
Jelena Matić Bojić, Institute for Social Research in Zagreb, Croatia
Iva Odak, Institute for Social Research in Zagreb, Croatia
Nina Eliasson, Mid Sweden University, Sweden
Katinka Gøtzsche, The Danish Association for Promoting Life Wisdom in Children,
Denmark
Lana Jurko, Network of Education Policy Centers (NEPC)
Ana Kozina, Educational Research Institute, Slovenia
Aleš Ojsteršek, Ministry of Education, Science and Sport, Slovenia
Christine Sälzer, University of Stuttgart, Germany
Manja Veldin, Educational Research Institute, Slovenia
Svenja Vieluf, Leibniz Institute for Research and Information in Education, Germany
Introduction
Existing research on students’ competencies and their educational
experiences points to social and emotional competencies as being
crucial for students’ well-being and academic performance, and for
establishing satisfactory relationships with others. These findings stress
the importance of the role of the school in fostering not only students’
cognitive development, but their social and emotional development as
well. School-based programmes for students’ social and emotional learn-
ing (SEL) hold the potential to provide “the missing piece” in education
(Bridgeland, Bruce and Hariharan, 2013), thus providing students with
the skills needed for personal development and fostering harmonious so-
cial relations.
Social and emotional learning includes processes of acquiring core
competencies to recognise and manage emotions, set and achieve positive
goals, appreciate the perspectives of others, establish and maintain posi-
tive relationships, make responsible decisions, and handle interpersonal
situations constructively (Elias et al., 1997). According to the widely used
conceptual framework, SEL programmes aim to foster the development
of five interrelated sets of cognitive, affective and behavioural competen-
cies: self-awareness, self-management, social awareness, relationship skills,
and responsible decision-making (Collaborative for Academic, Social,
and Emotional Learning (CASEL), 2003). In other words, SEL pro-
grammes aim to build children’s capacities to accept and value themselves
https://doi.org/10.32320/1581-6044.31(3-4)115-137 115
Scientific review article
