Promoting Social and Emotional Learning (SEL) in Times of Crisis: A Path to Resilience
Part 3 in a 4-part series. View Part 1 here and Part 2 here.
By: Musa Abu Hadeed, Nisreen Kassem & Nayla Abi Antoun
June 15, 2024
Amidst the current war we are facing in Gaza and south Lebanon, the classroom, once a bastion of stability and routine, has been upended. Children, already grappling with the upheaval of their daily lives, now face a new challenge–disrupted education. While ensuring academic continuity is crucial, we must not overlook the hidden casualties of emergencies–the social connections and emotional stability that support overall student development and well-being. We will explore how remote learning, a lifeline for education in disaster zones, can integrate elements of Social and Emotional Learning (SEL) to address the emotional needs of students.
In times of crisis, the mental well-being of K-12 students is profoundly impacted, often going unnoticed in the chaos. The disruptions to daily life—at school and home—aggravate stress levels, taking a toll on their overall well-being. It is crucial to acknowledge that each child responds uniquely to such situations; some may show immediate distress, while others may struggle later on, with varying degrees of severity (Moutquin, 2023). Implementing SEL in schools is crucial amid these challenges, providing students, educators, parents, and administrators with invaluable tools to navigate the complexities of crises. Students, in particular, gain a deeper understanding of themselves and their peers, forge meaningful relationships, and thrive in emotionally supportive environments. By prioritizing SEL, we lay the foundation for a resilient, healthier future generation, adept at collaboration, positive communication, and decision-making. SEL is vital in educational settings, as it promotes the development of crucial skills in children and youth, positively impacting their academic performance, personal success, mental health, and overall well-being. The long-term benefits of SEL are not just theoretical; they are proven and tangible, shaping a brighter and more resilient future for all (CASEL, 2019). SEL equips students with the tools they need to navigate the challenges of remote learning and emerge more resilient from the crisis.
Self-Awareness
This competency is like looking in a mirror, where the reflection of a student’s thoughts, feelings, and actions are reflected. Self-aware students are able to recognize and understand their thoughts and emotions and how they might influence behavior or decision-making.The competency is an essential aspect of emotional intelligence and personal development, allowing students to understand themselves better and improve their relationships with others (Bridges, 2023). In addition, it is a crucial ability in crisis management, helping students understand their triggers and learn healthy ways to manage stress, allowing them to respond effectively rather than merely react.
Try it with students:
After a hectic day in crisis, promote self-awareness by asking the child to reflect on how he felt throughout the day, how negative emotions after being exposed to bad news may impact others, what his strengths are, and how he can use them positively.
Social Awareness
This is like having a sixth sense about people and the world. It involves understanding and empathizing with others and following social cues and norms. This skill is crucial in a diverse and complex world, helping students build better relationships, avoid misunderstandings, and provide mutual support during crises. Social awareness enhances students’ communication, leadership, and teamwork abilities, fostering empathy and a sense of belonging (Bridges, 2023).
In this competency, the counselor can start by modeling listening to what others say, understanding their reactions, giving them space, lending a shoulder to cry on, or just being there for them in their time of need.
Try it with students:
5 Small Things For a Bigger Change! is a simple and straightforward exercise that encourages empathy and positive action. Students write down five things they can do to positively impact others, thus shifting their focus from self-concerns to community well-being.
Examples that students might list:
- Writing letters: Students could write letters of appreciation.
- Virtual tutoring: They could offer to help younger students with homework through video calls.
- Digital storytelling: Using StoryJumper, students could create stories highlighting acts of kindness.
- Social Media Campaign: They could start a hashtag challenge to promote good deeds.
By integrating digital tools such as Padlet or Wakelet, students can reflect on their actions and share their experiences, promoting social awareness and fostering a sense of community.
Self-Management
When students exercise self-management, they manage their emotions, thoughts, and actions as they work toward goals. This includes coping with the stress and anxiety they face in crises, persevering through challenges, and developing a sense of personal agency (a willingness and ability to make a difference). Incorporating self-management skills into children’s education can equip them with the tools they need to handle crises more effectively, fostering a sense of stability and resilience.
The three essential components of self-management are:
- Organization: Students can plan and organize their time and resources with a clear mindset.
- Goal Setting: The path to organization passes through goal setting. Students set clear goals regarding WHAT they want and work towards them accordingly.
- Self-motivation: This is the capability of completing a task with perseverance, energy, and passion. It also helps students bring positive feelings and innovative ideas to the task, giving it more vibrancy and yielding better results (Positive Action, 2020).
Try it with students:
Teach students to use digital tools like Padlet or Trello to create to-do lists, set deadlines, and make reminders. These help students visualize tasks they need to complete, set goals, and learn how to manage their time more effectively.
Responsible Decision Making
This competency involves considering the consequences of one’s actions, being curious and open to new perspectives, identifying solutions that benefit both the individual and the community, and making informed, positive choices (Bridges, 2023).
Try it with students:
Teach students to use the POOCH Protocol, which exemplifies this competency by providing a structured approach for children to identify solutions to problems they may encounter during crises.
The steps to this strategy include:
- What is the problem?
- What are the different options to solve the problem?
- What is the outcome of every option?
- Which option does the student choose?
By following this simple pattern, teachers help students make better, more straightforward decisions.
Relationship Skills
These skills include communicating, solving problems, managing conflicts and disagreements, and standing up for oneself and others to form lasting friendships and connections (Positive Action, 2020).
Try it with students:
Rose, Bud, and Thorn’s Strategy is a powerful tool for building relationships and categorizing skills evenly.
- Rose: Represents the things that a student is good at
- Bud: Represents the things that need to improve
- Thorn: Represents the things that need help
By engaging in this practice, children can better understand themselves and their emotions, fostering resilience and strengthening their ability to navigate challenging situations.
Conclusion
SEL promotes healthy well-being and fosters safe school environments. SEL practices cultivate and nurture essential protective factors, including fostering caring relationships and creating safe and supportive environments. Through SEL, students develop a strong sense of belonging and inclusiveness, especially in emergencies. These aspects of SEL are crucial in creating an atmosphere where students feel valued, supported, and empowered to thrive academically and emotionally. Overall, SEL plays a vital role in shaping a positive school culture and equipping students with the necessary skills and support systems to navigate life’s challenges effectively (Kidman & Chang, 2020).
References
Bridges, C. A. and C. (2023). A Guide to the Core SEL Competencies [Activities Included]. Www.panoramaed.com. https://www.panoramaed.com/blog/guide-to-core-sel-competencies
CASEL. (2019). Advancing Social and Emotional Learning. Casel.org. https://casel.org/
Kidman, G., & Chang, C.-H. (2020). What does “crisis” education look like? International Research in Geographical and Environmental Education, 29(2), 107–111. https://doi.org/10.1080/10382046.2020.1730095
Moutquin, S. (2023). Committee on Social Affairs, Health, and Sustainable Development Mental Health and Well-being of Children and Young Adults A. Draft resolution 2. https://rm.coe.int/mental-health-and-well-being-of-children-and-young-adults/1680aca16c
Positive Action. (2020, September 4). The 5 Social Emotional Learning (SEL) Core Competencies. Www.positiveaction.net. https://www.positiveaction.net/blog/sel-competencies
Prep, F. C. (2023, April 12). Building Resilience: The Role of SEL in Helping Students Cope with Stress and Adversity. FLEX College Prep. https://flexcollegeprep.com/building-resilience-the-role-of-sel-in-helping-students-cope-with-stress-and-adversity/
Xiong, J., Lipsitz, O., Nasri, F., Lui, L. M. W., Gill, H., Phan, L., Chen-Li, D., Iacobucci, M., Ho, R., Majeed, A., & McIntyre, R. S. (2020). Impact of COVID-19 Pandemic on Mental Health in the General Population: A Systematic Review. Journal of Affective Disorders, 277(277), 55–64. https://doi.org/10.1016/j.jad.2020.08.001