Nov 3, 2022

The outbreak of the COVID-19 pandemic has destabilized health systems, the world of work, connections between countries, educational systems, and, of course, social and affective relationships.

With the implementation of alternative instructional systems through online teaching, students have been able to continue with the learning process. Still, this situation has caused students to face isolation, boredom, anxiety, and stress.

In this context, the pandemic has reaffirmed the need for Socio-Emotional Learning (SEL), not only to help our students deal with this stressful situation but also to acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

While SEL alone will not solve the longstanding and entrenched problems in the education system brought about by the pandemic, it can create the conditions necessary for individuals to examine policies and practices, create more inclusive learning environments, and encourage the implementation of curricula in which Socio-Emotional learning always occupies the place it deserves, especially in these uncertain times.

Research shows that implementing social-emotional learning contributes to creating a positive school climate and improves students' performance.

At the Western International School of Shanghai (WISS), SEL is embedded throughout the curriculum and all IB programmes.Through Advisory Programmes, Life Skills, Social Skills, and Personal, Social, and Health Education (PSHE),teachers develop Approaches to Learning skills such as social, affective, and self-management skills in each unit.

The WISS After-School Activity Program provides many opportunities to develop leadership, communication skills, teamwork, empathy, confidence, and self-awareness through participation in them. WISS Student Support Services Team is dedicated to supporting SEL through proactive and reactive individual and group interventions that focus on establishing routines, social skills activities, study habits, life skills, and personal growth. School counselors also address physical development, emotional regulation, decision-making, building healthy relationships, setting limits, identity, diversity, or affective-sexual education.

Social-Emotional Learning Outcomes

The Western International School of Shanghai applies strategies for facilitating social and self-awareness, self-management, relationship skills, and responsible decision-making to develop an environment that supports collaboration.

SELF-AWARENESS

The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one's strengths and limitations with a well-grounded sense of confidence, optimism, and a "growth mindset."

SELF-MANAGEMENT

The ability to successfully regulate one's emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

SOCIAL AWARENESS

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical behavior norms and recognize family, school, and community resources and supports.

RELATIONSHIP SKILLS

Establishing and maintaining healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

RESPONSIBLE DECISION-MAKING

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions and a consideration of the well-being of oneself and others.

By Student Support Services Team

Sources:

https://www.kinful.org/

https://gostrengths.com/

COVID-19疫情的爆发破坏了卫生系统、工作世界、国家之间的联系、教育系统，当然还有社会和情感关系。

网上教学取代课堂教学，虽然学生能够继续学习，但这种情况反过来又导致学生面临孤立、无聊、焦虑和压力的情况。

在这种情况下，社会情感学习(SEL)在疫情期间再次受到广泛的关注，这不仅是为了帮助我们学生应对和缓解压力，更能帮助学生获取和应用知识、技能和态度从而塑造健全的人格、情感管理能力和实现个人和集体目标，感受和表现出对他人的同理心，建立和维持积极关系，并做出负责任和关怀的决定。

SEL项目通过真实的学校-家庭-社区关系，建立以信任合作关系、严格而有意义的课程和教学、持续评估为特点的学习环境和经验，从而促进教育公平和卓越。SEL项目有助于解决各种形式的不平等，使年轻人和成年人有能力共同创建繁荣的学校，为安全、健康和公正的社区作出贡献。

虽然SEL本身并不能解决疫情给教育系统带来的长期和根深蒂固的问题，但它可以为个人创造必要的条件并审查政策和实践，创造更具包容性的学习环境，并鼓励实施课程社会情感学习总是占据应有的位置，尤其是在这些不确定的时期。

研究表明，开展社会情感学习有助于创建一个积极的校园环境，并提高学生的成绩。

在上海外籍人员子女学校，SEL是融入到整个课程和所有IB项目中的。通过咨询、生活技能、社会技能以及个人、社会和健康教育（PSHE），教师为每个单元制定技能学习的方法，如社交、情感和自我管理技能。

西华的课外活动项目提供了许多通过参与来培养领导力、沟通技巧、团队合作、同理心、自信和自我意识的机会。我们的学生支持服务团队致力于通过积极关注和被动干预的个人和团体干预来支持SEL，这些干预侧重于建立常规、社交技能活动、学习习惯、生活技能和个人成长等领域。我们的学校辅导员还解决与身体发育、情绪调节、决策、建立健康关系、设定限制、身份、多样性或情感性教育有关的问题。

社会情感的学习成果

上海外籍人员子女学校采用的是促进社会和自我意识、自我管理、关系技能和负责任的决策的理念来创建一个有利于合作的环境。

自我意识

准确认识自己的情绪、想法和价值观以及它们如何影响行为的能力。准确评估自己的优势和局限性的能力，具有良好的自信、乐观和“成长心态”的意识。

自我管理

在不同情况下成功调节自己的情绪、思想和行为的能力 —— 有效管理压力、控制冲动和激励自己。设定并努力实现个人和学术目标的能力。

社会意识

面对来自不同背景和文化的人，从他人的角度出发并共情的能力。了解社会和道德行为规范的能力，认识家庭、学校和社区资源和支持。

关系技能

与不同的个人和团体建立并保持健康和有价值的关系。有能力清楚地沟通，善于倾听，与他人合作，抵制不适当的社会压力，建设性地协商冲突，并在需要时寻求和提供帮助。

负责任的决策

根据道德标准、安全问题和社会规范，对个人行为和社会互动做出建设性选择的能力。对各种行为的后果进行现实的评估，并考虑到自己和他人的福祉。

学生支持服务团队

资源：

https://www.kinful.org/

https://gostrengths.com/

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