Social and emotional skills are the key to helping children thrive in school, at work and in life

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The global pandemic has highlighted the importance of developing social and emotional skills to help children thrive at school, at work and in life.

“Social and emotional learning is good for the child, good for the workforce and good for society”, Anne-Birgitte Albrechtsen, CEO of the LEGO Foundation

Social and emotional skills help us manage our impulses, deal with and talk about emotions, and build healthy relationships. And after the mass trauma caused by the COVID-19 pandemic, we all need these skills more than ever. But how can we increase the social and emotional skills of children around the world in a systematic way?

“Social and emotional learning is good for the child, good for the workforce and good for society. “

Building on our 2020 Spotlight Creativity Report, HundrED and the LEGO Foundation have come together again to create the Social and Emotional Spotlight Report to identify impactful and scalable solutions that help parents and educators support development. social and emotional skills of children.

“Social and emotional learning is good for the child, good for the workforce and good for society,” says Anne-Birgitte Albrechtsen, CEO of the LEGO Foundation. The report finds that there is no shortage of innovations targeting the social and emotional development of students, but cautions that for these solutions to work, the emotional climate of adults, teachers and caregivers must also be supported.

“Significant disruptions in schooling around the world caused by the COVID-19 pandemic have impacted the learning of more than 1.5 billion students, revealing gaps in education systems and showing us critical areas that require special attention. In an unprecedented way, the global pandemic has highlighted the importance of developing social and emotional skills to help children thrive in school, in the workplace and in life.

In response to these challenges, policymakers, school administrators and teachers are working to re-conceptualize teaching and learning approaches that help students develop skills for setting goals, managing behavior and establishing relationships within and beyond the classroom.

With this in mind, HundrED began researching innovations that promote students’ social and emotional skills, with an emphasis on social and emotional learning (SEL) programs that ensure safe learning environments, foster relationships caring and enriching, meet the needs of learners and integrate socio-cultural contexts. In addition, “innovations should be intentional, active and focused on promoting specific SEL skills in children aged 5 to 12. “

“In an unprecedented way, the global pandemic has highlighted the importance of developing social and emotional skills to help children thrive in school, in the workplace and in life. “

After exploring more than 300 innovations supporting the social and emotional development of students in 58 different countries, the report highlights approaches ranging from out-of-the-box arts applications and programs to curriculum and professional development for teachers.

The resulting list identifies 13 innovations from 10 countries. Each of the innovations highlighted was chosen in part because of the inherent scalability and ease with which they could be adapted and replicated in different places around the world.

“The innovations selected for this report demonstrated improved SEL skills and classroom climate, as well as increased mood and positive outlook in children. They reported a reduction in violence from teachers and community leaders, and reported a positive change in the social and emotional skills of teachers, as well as a reduction in stress and burnout, ”the report said. report.

How can we increase the social and emotional skills of children around the world in a systematic way?

The report offers 5 recommendations for enabling conditions that can foster the success of SEL programs:

  • Proving stimulating environments for the game
  • Create daily routines
  • Capacity building and skills of teachers
  • Obtain psychology progression assistance to support teachers and schools
  • Include context-sensitive and sensitive study programs

The report recognizes that much remains to be done to improve the implementation of social and social learning programs in education systems, but hopes that the report will inspire policymakers, parents and teachers around the world to translate the ambitious commitments to social and emotional learning into concrete and systematic change. . Because only by doing so can we work for a world in which every child can thrive in life, no matter what.

Interview requests Mariah Eve O’Mara, Communications Manager, HundreD

mariah (dot) omara (a) hundred.org

http://www.hundred.org

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