The outbreak of the COVID-19 pandemic has destabilized health systems, the world of work, connections between countries, educational systems, and, of course, social and affective relationships.
With the implementation of alternative instructional systems through online teaching, students have been able to continue with the learning process. Still, this situation has caused students to face isolation, boredom, anxiety, and stress.
In this context, the pandemic has reaffirmed the need for Socio-Emotional Learning (SEL), not only to help our students deal with this stressful situation but also to acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
While SEL alone will not solve the longstanding and entrenched problems in the education system brought about by the pandemic, it can create the conditions necessary for individuals to examine policies and practices, create more inclusive learning environments, and encourage the implementation of curricula in which Socio-Emotional learning always occupies the place it deserves, especially in these uncertain times.
Research shows that implementing social-emotional learning contributes to creating a positive school climate and improves students' performance.
At the Western International School of Shanghai (WISS), SEL is embedded throughout the curriculum and all IB programmes.Through Advisory Programmes, Life Skills, Social Skills, and Personal, Social, and Health Education (PSHE),teachers develop Approaches to Learning skills such as social, affective, and self-management skills in each unit.
The WISS After-School Activity Program provides many opportunities to develop leadership, communication skills, teamwork, empathy, confidence, and self-awareness through participation in them. WISS Student Support Services Team is dedicated to supporting SEL through proactive and reactive individual and group interventions that focus on establishing routines, social skills activities, study habits, life skills, and personal growth. School counselors also address physical development, emotional regulation, decision-making, building healthy relationships, setting limits, identity, diversity, or affective-sexual education.
Social-Emotional Learning Outcomes
The Western International School of Shanghai applies strategies for facilitating social and self-awareness, self-management, relationship skills, and responsible decision-making to develop an environment that supports collaboration.
The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one's strengths and limitations with a well-grounded sense of confidence, optimism, and a "growth mindset."
The ability to successfully regulate one's emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical behavior norms and recognize family, school, and community resources and supports.
Establishing and maintaining healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions and a consideration of the well-being of oneself and others.
By Student Support Services Team
在不同情况下成功调节自己的情绪、思想和行为的能力 —— 有效管理压力、控制冲动和激励自己。设定并努力实现个人和学术目标的能力。
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