This presentation featured an SEL Guidebook, which builds on the USAID-commissioned systematic review of SEL. The authors reviewed and researched the emerging evidence for integration of SEL into the school and classroom, including evidence-based approaches that target three categories of SEL: (1) SEL in the classroom and curriculum (i.e. pedagogical interactions that foster SEL and well-being); (2) explicit student-focused activities, and (3) School Climate (what contributes to a context that supports, welcome and nourishes SE development). The findings from this review informed a Guidebook that provides : o Comprehensive set of SEL approaches and activities, with practical examples of each; o Guide for SEL contextualization; o Series “how-to” scenarios for designing and implementing SEL programs based on a context’s needs, culture and policy context. This guidebook serves as a significant contribution to the field in that it identifies the evidence for SEL in LMICs and synthesizes into actionable and digestible information for the busy program designer, donor and/or implementing partner.

The central role that the school and classroom environment or ‘school climate’ plays in social and emotional learning (SEL) is well documented, albeit mostly from US-based studies. RTI International sought to understand how schools in Malawi and Uganda organized themselves to provide positive and supportive places for children to learn and to develop socially and emotionally. The narratives captured in this study help explain how teacher behaviors and school culture serve to nurture social and emotional (SE) skills. Teachers, students, parents, and school management committee (SMC) members discussed the importance of teacher encouragement, friendliness and approachability, appreciation, understanding of and listening to student viewpoints, and modeling of cooperative teacher–teacher interactions to support SEL. School qualities identified as important for SEL included cooperation, student clubs and sports, a violence-free environment, freedom of expression, and commitment to equality. The findings yield insights into what schools can do to develop a culture of SEL, in and outside the classroom.

This study sought to identify the factors in the organizational culture and environment of a small sample primary schools in Malawi and Uganda that make them more (or less) conducive to children’s social and emotional development. The research team postulated that social and emotional learning are not products of the implementation of an “SEL” curriculum, but rather are inherently dependent on and result from the nature of the school climate.

RTI conducted a small pilot study in Malawi and Uganda to identify the factors in the organizational culture and environment of primary schools that make them more (or less) conducive to children’s social and emotional development. The research team postulated that social and emotional learning are not products of the implementation of an “SEL” curriculum, but rather are inherently dependent on and result from the nature of the school climate.

Success story about a recent kindergarten initiative under USAID's Early Grade Reading and Mathematics Project to help children and parents prepare to enter school.