Page 128 - 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. 128
šolsko polje, letnik xxxi, številka 3–4
we recommend that the subsequent delivery of similar programmes tack-
ling the SEI competencies of students follows the practice of including as
many school staff and outside support as required in order to attain over-
all better programme impact and sustainability.
Effectiveness of social, emotional and intercultural learning
programmes
In the previous sections, we reviewed common features of social, emo-
tional and intercultural programmes aimed at developing students’ social,
emotional and intercultural competencies. The quality of implementation
of SEI programmes for students depends, however, not only on the qual-
ity of the programmes themselves, but on the characteristics of the con-
text in which the programmes are being implemented. On both the micro
and macro levels, one finds factors that may promote/hinder the effective-
ness of SEI programmes, i.e. the development of students’ SEI competen-
cies. Before we move on to review these factors, it should be noted that the
information provided below relates to either social and emotional compe-
tencies or intercultural competencies, since these are traditionally taught
and researched separately. However, we argue that the vast majority of in-
formation valid for social and emotional competencies can generally be
applied to intercultural competencies, and vice versa.
According to the CASEL guidelines for effective SEL programming,
the successful implementation of SEL programmes requires that: 1) pro-
grammes are theory- and research-based; 2) programmes apply learning to
everyday situations and encourage children to use SEL skills in their daily
life; 3) programmes build connections between students and their schools;
4) programmes are based on developmentally and culturally appropriate
classroom instruction; 5) fragmentation of the programmes is avoided; 6)
programmes encourage students’ participation, positive interaction with
teachers, and good study habits while enhancing students’ performance
by addressing the affective and social dimensions of academic learning; 7)
programmes involve school staff, students, parents and community mem-
bers in modelling SEL-related skills at home, at school and in the commu-
nity; 8) high-quality programme implementation is secured by addressing
key factors like leadership, adequate time and resources, and by includ-
ing all stakeholders in SEL programming; 9) programmes offer profes-
sional development and support for all members of school staff; and 10)
programmes include a needs assessment to secure a good fit between the
programme and school concerns and encourage data collection to ensure
continuous programme improvement (CASEL, 2003; Fredericks, 2003).
Many of these prerequisites were also recognised by in-service teachers.
126
we recommend that the subsequent delivery of similar programmes tack-
ling the SEI competencies of students follows the practice of including as
many school staff and outside support as required in order to attain over-
all better programme impact and sustainability.
Effectiveness of social, emotional and intercultural learning
programmes
In the previous sections, we reviewed common features of social, emo-
tional and intercultural programmes aimed at developing students’ social,
emotional and intercultural competencies. The quality of implementation
of SEI programmes for students depends, however, not only on the qual-
ity of the programmes themselves, but on the characteristics of the con-
text in which the programmes are being implemented. On both the micro
and macro levels, one finds factors that may promote/hinder the effective-
ness of SEI programmes, i.e. the development of students’ SEI competen-
cies. Before we move on to review these factors, it should be noted that the
information provided below relates to either social and emotional compe-
tencies or intercultural competencies, since these are traditionally taught
and researched separately. However, we argue that the vast majority of in-
formation valid for social and emotional competencies can generally be
applied to intercultural competencies, and vice versa.
According to the CASEL guidelines for effective SEL programming,
the successful implementation of SEL programmes requires that: 1) pro-
grammes are theory- and research-based; 2) programmes apply learning to
everyday situations and encourage children to use SEL skills in their daily
life; 3) programmes build connections between students and their schools;
4) programmes are based on developmentally and culturally appropriate
classroom instruction; 5) fragmentation of the programmes is avoided; 6)
programmes encourage students’ participation, positive interaction with
teachers, and good study habits while enhancing students’ performance
by addressing the affective and social dimensions of academic learning; 7)
programmes involve school staff, students, parents and community mem-
bers in modelling SEL-related skills at home, at school and in the commu-
nity; 8) high-quality programme implementation is secured by addressing
key factors like leadership, adequate time and resources, and by includ-
ing all stakeholders in SEL programming; 9) programmes offer profes-
sional development and support for all members of school staff; and 10)
programmes include a needs assessment to secure a good fit between the
programme and school concerns and encourage data collection to ensure
continuous programme improvement (CASEL, 2003; Fredericks, 2003).
Many of these prerequisites were also recognised by in-service teachers.
126
