SEL & School Climate

In Liberia, as elsewhere around the world, recent school closures disrupted learning for all students.

Most of the research that informs our understanding of children’s social-emotional learning (SEL) comes from Western, Educated, Industrialized, Rich, Democratic (WEIRD) societies where behavior is guided by a view of the self as autonomous, acting on individual preferences.

“Agent based modeling: A method for understanding individual, social, and environmental influences on learning and equality in the classroom.” Learning science in the past decade has provided considerable evidence that learning is at once emotional, social, and cognitive (MH Immordino-Yang, et al 20

This presentation was part of a CIES 2022 panel on measuring learning through play and child SEL outcomes across humanitarian and LMIC contexts.

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth (Goldstein, 2012).

This presentation describes findings from a study of the remote learning experience of school actors; school heads, teachers, parents and other HLPs, and learners during the first year of COVID-19 school closures in the Philippines.

Based on 2018 Operational Research on contextualizing SEL in the Tanzanian context, this study sought to: 1) improve student learning through a focus on the social and emotional climate of the classroom; and 2) encourage reflection on existing classroom management and pedagogical practices and on ac