83259 EDUCATION NOTES Produced by The World Bank in collaboration with the International Rescue Committee Learning and Resilience: The Crucial Role of Social and Emotional Well-being in Contexts of Adversity Children with social and emotional skills do better in school, have Social and emotional learning helps children develop the skills, improved relationships with peers and adults, are better adjusted attitudes and behaviors needed to foster healthy relationships emotionally, and have improved mental health. with peers, manage conflict with others, express care and concern, and work effectively with peers and teachers. Common In contexts of violence and conflict where children and youth are examples include empathy, respect, cooperation, managing disproportionately and uniquely affected, their resilience and social emotions, critical thinking, self-control, goal setting, problem emotional well-being are essential to any post-conflict long-term solving, among others. The resulting social and emotional reconstruction, development process or long-standing peace. competencies, shown in the figure below, contribute to the overall well-being of children and youth, improved academic Social and emotional learning competencies often serve as performance, healing and coping with chronic exposure to the core competencies outlined in most programs intended to violence. build social cohesion before, during and after crisis and conflict. Although each program model might vary slightly, many of the most effective evidence-based programs such as conflict resolution, life skills, character education, violence prevention, civic education or peace education are designed to empower children and youth to have improved academic, social and emotional learning outcomes. In contexts of adversity, education systems are well advised to integrate social and emotional learning (SEL) components and processes into their academic programs. What is SEL? Social and emotional competencies help to prevent aggressive Social and emotional learning involves processes through behavior and conflict inducing behavior at later ages, and which children and adults acquire and effectively apply the are critical to healthy and positive child development (Aber, knowledge, attitudes and skills necessary to understand and Brown and Jones 2003). Learning environments such as manage emotions, set and achieve positive goals, feel and schools are a natural medium through which to support social show empathy for others, establish and maintain positive and emotional skills development. Research suggests that relationships, and make responsible decisions (CASEL 2013). this is best accomplished through integrated SEL classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community Photo: Research shows strong peer-to-peer support among Palestine refugee involvement in program planning, implementation, and students enrolled in the UNRWA school system. © UNRWA evaluation (Weare and Nind 2011). EDUCATION EDUCATION NOTES NOTES SEL, Academic Outcomes and Supportive Learning Environments Social, emotional and academic skills are inter-related. Research suggests that when students’ social and emotional skills are supported through instruction and a caring and safe learning environment, their well-being is enhanced as well as their academic achievement (Durlak et al. 2011). In the United States, significant research has been conducted on the inter-connected relationship of social and emotional learning and academic outcomes. Supporting evidence suggests that when teachers implement interventions such as proactive classroom management, interactive teaching methods, cooperative learning techniques, and interpersonal skills instruction, students’ positive attitudes and commitment Children learn to work together at school in Villa Nueva, Guatemala. to school significantly increase (Hawkins, et al. 2001). This © Maria Fleichmann / World Bank type of teacher support increases students’ desire and ability to engage in learning, participate in class and complete homework (Murdock 1999). Other evidence suggests that with the integration of SEL in schools—such as cooperative, safe Why SEL is Important in Contexts and caring classrooms—students score significantly higher on measures of cognitive problem-solving skills, and use of Violence and Conflict more conflict resolution strategies than comparison children The negative impact of natural disasters, political crises, health (Battistich, Solomon, Watson and Schaps 1989). Similar SEL epidemics, pervasive violence and armed conflict on the mental interventions at the classroom level, including smaller learning as well as physical well-being of children and youth has been environments, stable peer relations during school transitions, well documented (Machel 1996, Summerfield 1991, Apfel and the supportive role of teachers, result in higher attendance and Simon 1996, Bernard van Leer Foundation 2005). Such rates, lower dropout rates, increased test scores, and better adversities and the associated detriments they cause impact grades among students in middle and high school (Durlak et al not only well-being but also learning outcomes (Kostelny 2011, Felner et al. 1995). and Wessells 2010). Schools are often seen as a means of ensuring children’s safety and well-being (Alexander, Boothby, and Wessells 2012). Education programs that incorporate SEL Teachers and principals play a key role in SEL promotion, such as Hasira Basiratka, principal of the Female Experimental High School in can play a crucial role in developing protective factors in youth Herat, Afghanistan. © Graham Crouch / World Bank which mitigate the negative developmental and behavioral effects of exposure to conflict. This is achieved through building intrapersonal and interpersonal skills that are necessary for managing emotions and building healthy relationships. SEL strengthens the healing and coping mechanisms needed to deal with adversity, violence and suffering, essential for healthy development (Wessells and Edgerton 2008), and contributes to academic success at school. Supporting both the SEL and academic achievement of children and youth in education systems—in an integrated way—can also contribute to answering the World Bank’s call for halting the repeating cycles of violence and conflict (World Bank 2011). 2 February 2013 December 2012 Social and Emotional Learning is Measurable Just like academic outcomes, social and emotional (Frederickson and Graham 1999, Humphrey 2013). competencies are measurable. Valid and reliable instruments exist to monitor the progress of social and When designing or adapting instruments, developmental emotional knowledge, skills and attitudes and the quality benchmarks for the knowledge, skills and attitudes of SEL programming. measured should be considered in the research design. Social desirability bias, when the participant answers in a For example, the University of Washington conducted way that will be viewed favorably by the researcher, also a review of SEL assessment measures for middle needs to be factored in when using self and informant school-aged children (Raikes Foundation 2011), which reporting scales, Finally, instruments must be adapted categorized three rating types: self, teacher/staff for cultural and contextual relevance, especially when and parent/guardian. The following tools were used used in the developing world as most of the instruments to measure one or more of the core competencies above have been designed and validated in the West. identified by CASEL, and provide an idea of the range of self-assessment scales available. The last four scales There is very limited rigorous evaluation of SEL are also frequently used but were not part of the Raikes programming in low-resource contexts, particularly in study. those affected by armed conflict. This kind of research needs to be prioritized and funded in order to better • Achenbach System of Empirically Based understand the impact of SEL in contexts of adversity. Assessment: Child Behavior Checklist (CBCL) The International Rescue Committee, in partnership with • Youth Self-Report (YSR) the Institute of Human Development and Social Change • Teacher Report Form (TRF) at New York University, is currently conducting a cluster- • Behavior and Emotional Rating Scale (BERS-2) randomized trial of its OPEQ program (Opportunities • Developmental Assets Profile (DAP) for Equitable Access to Quality Basic Education) in • Devereux Student Strengths Assessment (DESSA) the Democratic Republic of the Congo (DRC). It is • School Social Behaviors Scale, Second Edition the first time such an approach has been taken in the (SSBS-2) international sector and in such a context (IRC 2013). • Social Skills Improvement System Rating Scales The 5-year program aims to improve the academic, social (SSIS-Rating Scale) and emotional outcomes of children living with conflict • Strengths and Difficulties Questionnaire (SDQ) through improving the quality of teaching and learning • Washington Healthy Youth Survey (HYS) in the classroom. The ongoing study uses a series of • Middle Years Development Instrument (MDI) measures that combine items from previously validated • California Health Kids Survey (CHKS) measures, such as AIR’s Conditions for Learning • Resilience and Youth Development Module (CHKS Survey and the Strengths and Difficulties Questionnaire, supplement) with items developed to match the specific content of • Grit Scales (Duckworth) OPEQ. Children are asked to report on their perceptions In addition to self and informant reporting, SEL can of support, cooperation and predictability in their be measured with direct behavioral observation classrooms and schools (precursors of SEL), as well as using the Peer Interaction Observation Schedule their level of peer victimization and mental health (SEL (Pellegrini and Bartini 2000), projective expressive outcomes). Analyses are currently underway to test the techniques (drawing) using the Kinetic Drawing measure’s reliability, validity and sensitivity to change System (Knowff and Prout 1985), semi-structured as a result of the intervention. The evaluation aims to interviews using Semi-Structured Interviews for Children examine the effectiveness of the program in order to (McConaughy and Achenbach 2001) and sociometric inform efforts for improving learning conditions in the techniques using the Social Inclusion Survey DRC and other post-conflict settings. 3 EDUCATION EDUCATION NOTES NOTES February 2012 SEL and Resilience in Contexts of meaningful participation in school, family and the community are correlated to children’s learning and social and emotional well- Violence and Conflict being in spite of conflict and crisis-affected contexts. Schools can foster hope, purpose, social competence, problem solving Social and emotional knowledge, skills and attitudes can and autonomy, mutual care and support among students, help students cope with adversity, and foster their resilience. parents, teachers and administrators. Resilience is the ability to recover, perform and transform Additional resilience evidence collected by The World from situations of adversity. Applied to the education sector it Bank’s Education Resilience Approaches (ERA) Program relates to vulnerable individuals achieving learning outcomes demonstrates the important multi-dimensional relationship and social and emotional well-being even in contexts of between SEL and resilience in education settings. It provides overwhelming difficulties. What seems to matters most important examples of how social and emotional knowledge, to learners in these contexts is the opportunity to make skills and attitudes can contribute to learning; how learning meaning of the adversity experienced and to find purpose in can contribute to social and emotional well-being, and how education. This is best achieved by socially and emotionally SEL can enhance the ability of vulnerable children and youth engaging with others in a health way. SEL supports this to make healthy coping choices rather than maladaptive ones. engagement process, and can also help increase students’ In contexts of violence and conflict, learning can contribute to ability to focus on learning. For children and youth, learning well-being, and well-being to learning. We have no choice but is a source of control in an otherwise uncontrollable context to embed one in the other. Research shows the most effective (Reyes 2013). This education resilience, however, is not approach is to combine both academic and SEL strategies, led dependent on an individual’s strength alone, but requires the by school actors themselves (Zins et al. 2007). availability of opportunities, resources and services. Young people can navigate the adversities they face in search of social and emotional well-being, and education systems can Operationalizing SEL in Schools make relevant, meaningful and accessible services to foster their innate search for resilience (Ungar 2011). While an integrated approach to operationalizing social, emotional and academic learning in the classroom can take a number of shapes, research shows there are some effective fundamental principles. An extensive review of SEL programming for preschool and elementary by CASEL (2013) found that the most effective SEL programs were integrated within academic curriculum areas and included explicit social and emotional skills instruction as well as opportunities to practice these skills in and outside the classroom. Many evaluated programs focused on classroom- and school-wide contexts to promote and reinforce SEL. Indeed, SEL classroom-based interventions must take a coordinated, systemic, whole-child, school-wide approach in order to be effective and sustainable. School climate plays a significant role. Schools are microcosms of society, and unless they are properly supported, violence outside the school will be reflected within it. A positive school climate that ensures a healthy, safe and peaceful learning Students in a Healing Classrooms program in Herat, Afghanistan are environment can strengthen the ability of schools to protect made to feel safe, cared for and supported. © International Rescue Committee children and youth, and foster their resilience. Concretely, a three-tiered approach for promoting the social and emotional well-being of children and youth should focus Education systems can foster resilience by integrating SEL on: (i) classroom and school climate, (ii) teaching pedagogy with academic learning. Cefai’s research in the United States and school personnel support and (iii) student skill building. (2008) and that of Loughry et al. in the West Bank and Gaza (2006) show how high expectations and opportunities for 4 December2013 December 2013 1. In the classroom, students who feel safe, cared for and supported are better able to learn. This is accomplished through a school and classroom environment in which students feel a sense of control and predictability, and where there are clear and consistent structures, rules and consequences for their behavior. As Elias and Zins (2007) have noted, positive school environments promote SEL, and SEL helps create supportive school climates. An example from decades of experience in education work in conflict and crisis-affected areas is the International Rescue Committee’s (IRC) Healing Classrooms (2013). The program focuses on expanding and supporting the ways teachers can create and maintain “healing” learning spaces in which children can recover, grow and develop. 2. Teachers and school personnel play a key role in the Parents’ participation in school planning helps promote SEL, such as education and well-being of a student. Through effective these mothers from a community school in Mali. © Jo Kelcey / World Bank teaching pedagogy and instructional practice teachers enable students to develop and practice social and Operationalizing SEL in Education emotional skills. School administrators can offer leadership and guidance in reinforcing the use of these skills outside Systems the classroom and in school life. When teachers work on Education systems can identify and institutionalize existing their own social and emotional knowledge and skills, their innovative and contextually relevant SEL practices. students also benefit. School administrators can prioritize Institutionalizing implies the provision of the policy this kind of teacher professional development. Resilience frameworks, the program structures and the resources to research by The World Bank with Palestine refugees in integrate SEL with other education goals, such as learning, the West Bank, Gaza and Jordan reveals the crucial role school retention and equity. Increasingly, research has teachers play in providing not only academic instruction, shown that programming must be integrated into the long- but also care, advice and emotional support (World Bank term environment, school curriculum or system (IASC 2007, 2013). This occurs in both direct ways (teacher visits to Hart 2012 , Zins and Elias 2007), not just temporary projects students’ homes after particularly difficult moments, for or add-on activities (Retamal and Low 2010). Similarly, example) but also through integrated social and emotional the Inter-Agency Standing Committee’s (IASC) guidelines care within academic instruction, extra-curricular activities, recommend embedding the delivery of psychosocial related and opportunities for students to exercise leadership and activities into wider systems, including the education committed mutual support. system. They promote directing services to all children and youth coping with the day-to-day stressors that violence and 3. Opportunities for practice and skill building enable conflict present—not just the more severe cases requiring students to demonstrate and model social and emotional specialized services such as referrals for trauma counseling competencies with their peers, teachers and parents. The (see figure on the next page). Durlak et al. (2011) meta-analysis of 213 school-based universal SEL programs concluded that the most effective The national education strategy against school violence in SEL student skill building programs were Sequenced, Peru (2013-2016) is an example of such an institutionalized, Active, Focused and Explicit, or SAFE. These criteria can system-wide approach to SEL. Its Escuela Amiga component be met by programs which use active forms of learning, works across multiple ministries and focuses explicitly on focus sufficient time on skill development, and have explicit social and emotional skills development, improving school learning goals (Bickmore 1998, Bond and Hauf 2004, Durlak climate and strengthening school-community relations 1997, Dusenbury and Falco 1995, Gresham 1995). These (Peruvian Ministry of Education 2013). Curricular reform interventions have led to supportive class climate, positive has added an area called “personal development” as a core academic outcomes and a reduction in negative behaviors learning outcome for students in kindergarten to grade 11, amongst students. with clear descriptions, sequencing and indicators for each competency, capacity and skill that students need to master. 5 EDUCATION EDUCATION EDUCATION NOTES NOTES NOTES Source: Adapted from the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (2007). More innovative examples of how SEL can be adapted to fit local National Institute of Music also builds on local culture and realities already exist in many different contexts of adversity, traditions—in this case the rich history of music making in often as complements to the formal education system. the region—teaching vocational music skills alongside the national curriculum so that students may “have the skills, For example, the Colegio del Cuerpo de Cartagena de Indias creative vision and confidence” to contribute to the artistic, in Colombia recognizes and builds upon the special role that social and cultural life of their country (AMIN 2012: 4). dance has in Colombian culture to present an alternative Social healing and transformation through the arts is also to the other image of the body that has been promulgated an important aspect of the Living Arts Program in Cambodia through the country’s violent conflict. The Afghanistan which explicitly seeks to restore the vibrant arts culture that was in place prior to the genocide. Finally, the Qattan Centre for the Child in Gaza has adopted an integrated pedagogical approach that utilizes literature, music, drama, and cinema to support self-directed learning and encourage students to express themselves, discover different cultures and strengthen their understanding of their own cultural identity. Education systems can institutionalize these types of SEL innovations through their policies and programs. In addition to what we already know about education quality (such as qualified teachers, appropriate class sizes, etc.), learning in contexts of adversity requires an additional set of social and emotional moderating factors (strength and direction of learning) as well as mediating factors (why and how children learn). This integrated understanding into how learning can be supported in contexts of violence and conflict The youth theater group of teaching students in Honduras is focused on the mayan cultural traditions in the Central American region. has important policy and program implications, as presented © Joel Reyes / World Bank on the next page. 6 December 2013 December 2013 Policy Recommendations to Institutionalize SEL within Education Programs in Contexts of Adversity 1. Explicitly recognize the importance of social and emotional skills within learning outcomes • Education policy must explicitly recognize that social and emotional skills are necessary for learning by integrating SEL into the academic curriculum, and reinforcing the support of schools and education communities to the broader goals of caring, empathy and social cohesion in the aftermath of violence and conflict. 2. Use risk and resilience frameworks to understand maladaptive coping strategies of learners and provide alternative “adaptive” choices • An integrated approach to SEL and academic learning should mitigate risks and maladaptive approaches, and foster resilience by using and protecting the assets, opportunities and services available to learners in contexts of adversity. 3. Consider culturally grounded mediums which support the operationalization of SEL within education settings • Core education services should reflect SEL through mediums such as arts, sports, and youth leadership opportunities to help ensure the relevance of activities to support SEL and academic learning. The strategic use of these approaches promotes a sense of positive identity, belonging and connection in situations where violence and conflict have often undermined the social fabric. 4. Systematize SEL within core education system structures and functions • School leadership should undergo training in risk, resilience, SEL and positive school climate. • Teacher training should focus explicitly on pedagogical approaches and curriculum design that is learner- centered, interactive and promotes positive discipline and reinforcement. • School discipline and behavior management practices should be guided by SEL principles. • School-family partnerships should be adopted such as school-based management and community participation structures to promote and reinforce the importance of social and emotional well-being for children and youth at home and in the community. References Aber, J.L., J.I. Brown, and S. Jones. 2003. “Developmental trajectories toward violence in middle childhood:Course, demographic differences, and response to school-based intervention.” Developmental Psychology 39(2): 324-348. Alexander, J., N. Boothby, and M. 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Weissberg, M.C. Wang, and H.J. Walberg. 2004. Building Academic Success on Social and Emotional Learning (SEL): What Does the Research Say? Columbia University: Teachers College Press. Website References Cambodian Living Arts Program (Marion Institute) www.cambodianlivingarts.org CASEL. 2013. “CASEL Guide: Effective Social and Emotional Learning Programs”. http://casel.org/guide/ Colegio del Cuerpo de Cartagena de Indias. http://elcolegiodelcuerpo.org/en/ Education Resilience Approaches, The World Bank. International Rescue Committee. “The Healing Classrooms Approach to www.worldbank.org/education/resilience Education”. www.healingclassrooms.org Resilience Research Centre, Dalhousie University. www.resilienceproject.org Qattan Centre for the Child. www.qattanfoundation.org/en/about-qcc Education Notes is a series produced by The World Bank to share lessons learned from innovative approaches to improving education practice and policy around the globe. For additional information or hard copies, please go to www.worldbank.org/education or contact the Education Advisory Service: eservice@worldbank.org. This EdNote was produced with financial support from the British Department for International Development (DFID). Authors: Andrea Diaz Varela, Jo Kelcey, Joel Reyes (World Bank); Meridith Gould, Ph.D, Jennifer Sklar (International Rescue Committee) 8