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šolsko polje, letnik xxxi, številka 3–4
and others, handle interpersonal situations effectively and build lasting
and meaningful relationships.
SEL-related skills can be taught through systematic instruction, by
practising and applying them to different situations with the ultimate
goal of students using them as part of their regular repertoire of behav-
iours (Ladd and Mize, 1983), and by establishing safe, caring learning en-
vironments and improving the school climate (Cook et al., 1999). Further,
many programmes support students in developing social and emotion-
al competencies in preventing specific problem and risk behaviours like
substance abuse, violence, bullying and academic failure (Zins and Elias,
2006). It is likely that the combination of improvements in students’ so-
cial and emotional competencies, the school environment, teacher prac-
tices and expectations, and student–teacher relationships contribute the
most to student outcomes related to SEL and characterise the most effec-
tive SEL programmes (Catalano et al., 2002).
Aside from social and emotional competencies, there is rising aware-
ness of the importance of intercultural competencies as they become ever
more important in today’s society. Intercultural competencies encompass
the knowledge, skills and attitudes needed to communicate effectively
and appropriately with people from other cultures. “The development of
such attitudes, knowledge and skills implies an ongoing learning process
that involves interpretation, self-reflection and negotiation, which gradu-
ally transform one’s attitude, knowledge and skills towards cultural differ-
ences” (Hernández-Bravo, Cardona-Moltó, and Hernández-Bravo, 2017,
p. 21). Although intercultural competencies include skills related to both
social and emotional competencies, they cannot be reduced solely to social
and emotional skills or developed through traditional SEL programmes.
The reason for that lies in the fact that the relationships between social
and cultural groups are generally influenced by the socio-historical con-
text, as well by differences in the groups’ power, social status and collec-
tive experience (Auernheimer, 2003; Leiprecht, 2001). Therefore, social
and emotional learning must take account of specific knowledge concern-
ing other cultures, as well as tackle deeply ingrained obstacles to inter-
group communication, such as social inequality and discrimination, so as
to be adjusted to the needs of contemporary society (Jugović, Puzić and
Mornar, 2020). Namely, social and emotional learning must be accom-
panied by the development of intercultural sensitivity and intercultural
competencies.
The present article aims to review and reflect on several important
issues in social, emotional and intercultural learning, juxtaposing the de-
velopment of intercultural competencies with the development of social
116
and others, handle interpersonal situations effectively and build lasting
and meaningful relationships.
SEL-related skills can be taught through systematic instruction, by
practising and applying them to different situations with the ultimate
goal of students using them as part of their regular repertoire of behav-
iours (Ladd and Mize, 1983), and by establishing safe, caring learning en-
vironments and improving the school climate (Cook et al., 1999). Further,
many programmes support students in developing social and emotion-
al competencies in preventing specific problem and risk behaviours like
substance abuse, violence, bullying and academic failure (Zins and Elias,
2006). It is likely that the combination of improvements in students’ so-
cial and emotional competencies, the school environment, teacher prac-
tices and expectations, and student–teacher relationships contribute the
most to student outcomes related to SEL and characterise the most effec-
tive SEL programmes (Catalano et al., 2002).
Aside from social and emotional competencies, there is rising aware-
ness of the importance of intercultural competencies as they become ever
more important in today’s society. Intercultural competencies encompass
the knowledge, skills and attitudes needed to communicate effectively
and appropriately with people from other cultures. “The development of
such attitudes, knowledge and skills implies an ongoing learning process
that involves interpretation, self-reflection and negotiation, which gradu-
ally transform one’s attitude, knowledge and skills towards cultural differ-
ences” (Hernández-Bravo, Cardona-Moltó, and Hernández-Bravo, 2017,
p. 21). Although intercultural competencies include skills related to both
social and emotional competencies, they cannot be reduced solely to social
and emotional skills or developed through traditional SEL programmes.
The reason for that lies in the fact that the relationships between social
and cultural groups are generally influenced by the socio-historical con-
text, as well by differences in the groups’ power, social status and collec-
tive experience (Auernheimer, 2003; Leiprecht, 2001). Therefore, social
and emotional learning must take account of specific knowledge concern-
ing other cultures, as well as tackle deeply ingrained obstacles to inter-
group communication, such as social inequality and discrimination, so as
to be adjusted to the needs of contemporary society (Jugović, Puzić and
Mornar, 2020). Namely, social and emotional learning must be accom-
panied by the development of intercultural sensitivity and intercultural
competencies.
The present article aims to review and reflect on several important
issues in social, emotional and intercultural learning, juxtaposing the de-
velopment of intercultural competencies with the development of social
116
