Schools as hubs for social and emotional learning
Are schools and teachers ready?
Schools are perfect hubs for social and emotional learning, but are they ready for
this task? To address this question, this Spotlight reports previously unpublished
findings from the OECD’s Survey on Social and Emotional Skills (SSES) and discusses
their implications for education policy and practice. Both an active promotion in
schools and extensive learning opportunities for teachers on relevant topics provide
a fertile ground for an effective social and emotional education. They boost teachers’
self-efficacy and use of active learning pedagogies, as well as quality relationships
at school. The Spotlight also points to important differences for teachers of 10-
vs. 15-year-old students that can explain higher skills at a younger age. Younger
students benefit more often from key elements of an effective social and emotional
education in school, i.e. the evaluation of their social and emotional skills and
teachers teaming up with parents to reinforce skill promotion. Teachers of 10-year-olds
are also more intensively trained and requested to promote social and emotional learning
in their work.
Published on March 16, 2023
In series:OECD Education Spotlightsview more titles