Effects and Problems of Social-Emotional Learning School-Based Programs: Towards Integrating SEL into Curriculum and School System through Inclusive Critical Storytelling Pedagogy

Adaobiagu N. Obiagu

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Chapter 2 Effects and Problems of Social-Emotional Learning School-Based Programs

Towards Integrating SEL into Curriculum and School System through Inclusive Critical Storytelling Pedagogy

于Values, Education, Emotional Learning, and the Quest for Justice in Education

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Adaobiagu N. Obiagu

Adaobiagu N. Obiagu
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类型:: 章节

Page Range:: 28–53

DOI:: https://doi.org/10.1163/9789004706798_003

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Abstract

Social-emotional learning (SEL) encompasses the process of attaining prosocial competencies and emotional intelligence skills, including empathy, understanding, caring, honesty and cooperation. These competencies are important for healthy coexistence and making responsible decisions in social matters. Aside from specialized intervention programs, SEL is usually taught through values education curriculum and with great cognitive focus. This subjects SEL to a double jeopardy of being compartmentalized and “cognitivized”. The need to decompartmentalize SEL and integrate SEL into the whole curriculum and school system is raised by Global issues including racism, conflicts, gender violence, inequalities and mental health that constitute critical concern to the global community. This is because (a) poor social-emotional development is connected to future lifestyles that fuel social issues through endangering intrapersonal, interpersonal, and societal peace and wellbeing, and (b) the development of social-emotional skills can protect individuals from behavioral and mental health issues and prepare them as disrupters of global issues. But how might SEL be integrated into holistic curriculum or school system without putting pressure on school timetable? This paper contributes answer to this question through illuminating the promising potentials of inclusive critical storytelling pedagogy (ICSP)—a method that combines elements of critical, inclusive and storytelling approaches in instructional practices on the assumption that stories when used for lesson delivery and told analytically and relationally could foster and enhance the development of empathetic, caring, cooperative and critical skills and minds necessary for effective social-emotional and cognitive functioning—to effectively integrate SEL into holistic curriculum and school system without adding pressure to school timetable or “cognitivizing” SEL further. ICSP can be applied across all subjects and school activities through motivational, methodological or evaluative approaches. To better position the proposition for ICSP, the paper highlights the causes of social-emotional problems, the mainstream educational solutions to improving social-emotional well-being, and the benefits and problems of school-based SEL programs. The problems of SEL school-based intervention programs (including cost implications and specialized nature of educational solutions to social-emotional problems), distilled through thematic review of existing literature, informed my recommendation of ICSP as an alternative model for pursuing SEL through schooling.

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Values, Education, Emotional Learning, and the Quest for Justice in Education

丛编： Comparative and International Education: Diversity of Voices, 卷： 59/21and The World Council of Comparative Education Societies, 卷： 59/21

ISBN:: 9789004706798

出版社:: Brill

印刷出版日期:: 06 Jul 2024

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- Education
  - Social Justice

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Chapter 2 Effects and Problems of Social-Emotional Learning School-Based Programs

Towards Integrating SEL into Curriculum and School System through Inclusive Critical Storytelling Pedagogy

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Values, Education, Emotional Learning, and the Quest for Justice in Education

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