The heart of learning: why social-emotional skills matter more than ever

Adolescence – if you haven’t heard about it yet, you might as well have been living under a rock. Netflix’s latest mini-series has taken the world by storm, with Owen Cooper delivering a raw and unfiltered portrayal of 13-year-old Jamie. Some call it radical. Others say it's a wake-up call. In a climate where our kids are growing up faster than ever, the need for social and emotional skills are becoming more urgent.

While Social-Emotional Learning (SEL) has long been embedded in the heart of supportive relationships between teachers, students, families, and community, the coining of the term and formalisation of SEL skills gained widespread recognition after the effects of COVID left an anxious generation in its wake.

The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) team have often depicted SEL as an umbrella term. Their programmes are designed to cultivate a range of essential skills. These include:

• Soft skills: communication, team-work, problem-solving, etc
• Non-cognitive development: self-regulation, motivation, empathy, etc
• 21st-century skills: critical thinking, creativity, digital literacy, etc
• Character education: responsibility, respect, fairness, etc
• Trauma-informed learning: specific emotional, psychological, or behavioural needs

CASEL defines social and emotional learning as an “integral part of education and human development”. The idea at its fundamental core is to ensure that young people are equipped with empathy, can solve problems effectively and with kindness, and can self-regulate and manage their emotions in order to navigate our ever-evolving world of advancing technology and socio-cultural problems, thus contributing to more resilient and capable society.

Previous generations of parents had ‘stranger danger’ that supposedly skulked around the corner. They didn’t exist in our children’s bedrooms, on their computers, their phones. The media wasn’t rampant with delivering messages of unhealthy behaviours. Computer games involved collecting coins and avoiding attacks from a sort of turtle-like monster or having an insatiable appetite for dots.

Nowadays, our teenagers have a plethora of worries to deal with. Complex issues such as gender neutrality, rampant narcissism, overexposure to everything, and a relentless obsession with social media all builds to create significant mental health problems. The rise in internet exposure to harmful content underscores the increasing pressures that children face today.

A recent report created by Common Sense Media informs us that 15% of teens had seen pornography at the age of 10 of younger, and 63% had seen it accidentally in the last week. More than ever, young people are faced with adversity and uncertainty. The need for connection is greater than ever, and by implementing an SEL programme, schools can provide essential reform while helping to alleviate these anxieties.

In their 2004 study, Zins, Weissberg, et al. state that schools are a social place, and learning is intrinsically a collaborative process alongside their teachers, peers, and families (Elias et al., 1997; Zins, Weissberg et al., 2004). Whilst SEL skills have a large part to play in students’ non-academic outcomes, they also have a crucial role in a students’ academic performance. This suggests that antisocial behaviour frequently coincides with poor academic performance (Hawkins, Farrington, & Catalano, 1998).

With this in mind, we can conclude that an effective SEL program should occur not just in the classroom, but in schools, at home, and in the wider community. CASEL suggests that “when schools and families work together, they can build strong connections that reinforce social-emotional skill development.”

So, what does this look like in practice?

Firstly, it's important to establish common terminology. A clear understanding of SEL and how it is referenced in education is a fundamental step in the programme. Key terms such as self-awareness, self-management, social awareness, relationship-building skills, and responsible decision-making are essential to grasp, consequently progressing effectively together.

Families and carers play a vital role in nurturing SEL skills both at home and within the wider community. At home, parents and caregivers can model positive behaviour by demonstrating empathy and kindness. Encouraging our children to express their emotions in a supportive environment nurtures self-awareness and emotional regulation.

Teaching conflict resolution helps navigate disagreements respectfully and problem solve. Establishing routine provides a sense of stability, and assigning age-appropriate responsibilities promotes accountability and decision-making skills.
Beyond the home, families and carers can reinforce SEL skills by engaging in community activities such as volunteering, sports, or extra-curricular activities, which help young people develop social awareness.

We can encourage respectful communication and build positive relationships within the community, which further strengthens social skills. Additionally, supporting school SEL programmes and promoting inclusive behaviours teach students the value of respect, diversity, and belonging.

Students today need to be ready not just to pass school tests, but also to navigate the "tests of life" (Zins & Elias, 2006). Social-emotional skills and academic success are closely connected, and schools are increasingly focusing on this holistic learning environment to help students reach their full potential. As we reflect on the evolving challenges our children face, it’s crucial that we, as a community, come together to support SEL initiatives. It’s time to come out from hiding under that rock.

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