Page 119 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
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mornar et al. ■ students’ social, emotional and intercultural competencies ...
and emotional competencies. A literature review has been conducted as a
part of the Erasmus+ project “HAND in HAND: Social and Emotional
Skills for Tolerant and Non-discriminative Societies (A Whole School
Approach)”. The project centred around designing and evaluating school-
based interventions for developing social, emotional and intercultural
competencies of students, teachers and school staff in five countries across
Europe (Croatia, Denmark, Germany, Slovenia and Sweden), aimed at
fostering more inclusive school environments. The HAND in HAND
project is the first, to the best of our knowledge, to integrate social and
emotional competencies with intercultural competencies, providing both
a theoretical and practical contribution to social, emotional and intercul-
tural (SEI) learning. The literature review presented in this article was used
to guide the development of the HAND in HAND programme for de-
veloping students’ SEI competencies (Marušić et al., 2020) and resulted in
a review catalogue of SEI programmes for students (Marušić et al., 2017).
The catalogue represents an overview of evidence-based SEI programmes
for students, and is divided into two sections: international catalogue, in-
cluding descriptions of international SEI programmes and national cat-
alogues, containing a summary of SEI programmes in the countries par-
ticipating in the project. It is important to note here that the purpose of
this article was not to conduct a systematic review of SEI learning nor SEI
programmes (for meta-analyses of existing SEL programmes and their ef-
fects, see Durlak et al., 2011 and Taylor et al., 2017), but to inform the
development of new SEI programmes by examining existing ones and
building upon their theoretical backgrounds, activities and evaluations.
Accordingly, the literature search was conducted using the following key-
words and their synonyms, as well as combinations: programme, students,
social-emotional learning, self-awareness, self-management, social aware-
ness, relationship skills, responsible decision making, intercultural learn-
ing. Since the HAND in HAND programme is intended for students at
the lower secondary school level, programmes and challenges pertinent
roughly to this age group were included in the review.
The ultimate goal of all programmes presented in the catalogue was
the same – to promote the positive development and well-being of stu-
dents through school-based interventions. However, the approaches used
to teach SEI competencies vary greatly depending on the programme,
as well as the programme’s content and its design. For this reason, one
of this article’s aims was to address the question of how SEI competen-
cies are taught, with particular emphasis on the content and theoretical
background of existing interventions and/or programmes, as well as their
methodological and organisational aspects.
117
and emotional competencies. A literature review has been conducted as a
part of the Erasmus+ project “HAND in HAND: Social and Emotional
Skills for Tolerant and Non-discriminative Societies (A Whole School
Approach)”. The project centred around designing and evaluating school-
based interventions for developing social, emotional and intercultural
competencies of students, teachers and school staff in five countries across
Europe (Croatia, Denmark, Germany, Slovenia and Sweden), aimed at
fostering more inclusive school environments. The HAND in HAND
project is the first, to the best of our knowledge, to integrate social and
emotional competencies with intercultural competencies, providing both
a theoretical and practical contribution to social, emotional and intercul-
tural (SEI) learning. The literature review presented in this article was used
to guide the development of the HAND in HAND programme for de-
veloping students’ SEI competencies (Marušić et al., 2020) and resulted in
a review catalogue of SEI programmes for students (Marušić et al., 2017).
The catalogue represents an overview of evidence-based SEI programmes
for students, and is divided into two sections: international catalogue, in-
cluding descriptions of international SEI programmes and national cat-
alogues, containing a summary of SEI programmes in the countries par-
ticipating in the project. It is important to note here that the purpose of
this article was not to conduct a systematic review of SEI learning nor SEI
programmes (for meta-analyses of existing SEL programmes and their ef-
fects, see Durlak et al., 2011 and Taylor et al., 2017), but to inform the
development of new SEI programmes by examining existing ones and
building upon their theoretical backgrounds, activities and evaluations.
Accordingly, the literature search was conducted using the following key-
words and their synonyms, as well as combinations: programme, students,
social-emotional learning, self-awareness, self-management, social aware-
ness, relationship skills, responsible decision making, intercultural learn-
ing. Since the HAND in HAND programme is intended for students at
the lower secondary school level, programmes and challenges pertinent
roughly to this age group were included in the review.
The ultimate goal of all programmes presented in the catalogue was
the same – to promote the positive development and well-being of stu-
dents through school-based interventions. However, the approaches used
to teach SEI competencies vary greatly depending on the programme,
as well as the programme’s content and its design. For this reason, one
of this article’s aims was to address the question of how SEI competen-
cies are taught, with particular emphasis on the content and theoretical
background of existing interventions and/or programmes, as well as their
methodological and organisational aspects.
117
