Our mission is to establish social and emotional learning (SEL) as an essential part of education. We envision a world where families, schools, and communities work together to promote children's success in school and life and to support the healthy development of all children. Current Priorities This is a time of exciting change for the SEL field. In the past two decades, through scientific research CASEL and our collaborators have demonstrated the effectiveness of evidence-based SEL programming and its positive effects on young people and schools. Now we are working to take SEL to scale in schools across the country in a national SEL initiative.
Group presentation compiled minani
To investigate how these 4 interlinked
aspects - the micro and meso environment
(family, classmates, teachers) of a child,
the degree of fulfilment of needs of the
child, the social-emotional learning
processes of the child, and how a child
processes information, would influence
the learning ability of a child.
Outline of Presentation
Problem Hypothesis Solutions
Needs Microenvironment SEL
Parents’ lack of personal care to a child’s sense of belonging, safety and
self-esteem affects his desire to learn.
A child’s relationship with his microenvironment
(parents/classmates/teachers) affects his propensity to learn in school.
A child’s socio-economic status (SES) influences parents’ expectations
on the child.
A teacher’s expectations and impressions of a child affects his
performance in school
Social and Emotional Learning
A child’s deficiencies in social-emotional competencies adversely affect
his performance in school
A child’s attention can be divided when faced with emotional issues.
Inherent abilities such as Cognitive resources play a part in learning
• A child’s relationship with his microenvironment
affects his propensity to learn in school.
• A child’s SES influences parents’ expectations on the
• A teacher’s expectations and impressions of a child
affects his performance in school
Theory of Development
Bio”: influence of
genetic makeup on
“Ecological” refers to
Child • most powerful influence on
• parents, teachers and peers
• interactions between the elements of the
• relationship between parents and
Microsystem – Parents
• Parents do not seem to care for Jeremy, and blames each
other for his poor grade
• Parents constitute child’s microsystem
• Perhaps the most powerful influences on child’s
• Authoritarian style of parenting
• Parents are unresponsive and detached from the child
• Negligence would adversely affect the child’s motivation
and performance in school
• Help parents realize that they have to take primary
responsibility for their child
• School can organise talks that focuses on parents’ and
teachers’ roles on a child’s development
• Teachers are insensitive and not understanding enough,
and hurls insensitive and hurtful remarks at Jeremy
• Inflict further emotional damage
• Encourage negative self concept
• Teachers constitute a child’s microsystem
• Teachers are a crucial source of support for a child
• Also a source of motivation and acceptance
• Teachers should try to find out child’s situation before
• Scolding should be done tactfully
Microsystem – Teachers
• Jeremy is ostracized by his peers in school
• Peers constitute a child’s microsystem
• Peers provide emotional support
• Allow opportunities for development of social skills
• Being in a clique gives one a sense of identity
• Teachers could encourage interaction
• Talk to the class to clarify student’s situation
• Incorporate interactive activities or games during
Microsystem – Peers
• Form teacher made repeated attempts to speak with
Jeremy’s parents, but failed to contact them
• Parents are too busy
• Mesosystem poorly established
• Ineffective communication between teacher and
• Adversely affects child’s development
• More frequent meetings
• More effective communication
• Interest of child as priority
• Parents are working professionals and seem to have very
high expectations for Jeremy
• Socio-Economic Status
• Parents with middle or high socioeconomic status (SES)
often lack the time and energy to fully invest in their
child’s preparation and performance in school (Ramey &
• Child feels neglected, and have no sense of belonging
• Child may eventually become withdrawn
• Help parents realize that they need to invest more into their
• School can organise talks that focuses on a child’s needs
and what parents should do
Social Economic System
Parents’ lack of personal care to a child’s sense of
belonging, safety and self-esteem affects his desire to
Needs of a Child
NEEDS – Belonging to family
• Student becomes overwhelmed by anxiety as
he/she seeks to please parents to fulfill his/her
need to be loved by parents.
• Emotional stress on child.
• Eagerness to perform well to please parents,
but no means to do so.
• Insecurity and added anxiety which hampers
ability to learn.
• Parents should show concern for child other
than academic areas.
• Recognise child’s interest and talents in non-
NEEDS – Sense of Relatedness
• Student desires to leave the class and feels
apart from classmates rather than being a part
of the class.
• Mind cluttered with thoughts of ‘getting out of
• Hampered from acquiring knowledge with a
peace of mind.
• Teachers should communicate positive regard
unconditionally and show earnest commitment
to students and their learning. (Cornelius-White,
• Teacher can entrust the child some form of
responsibility in class.
NEEDS – Self Determination
• Students feel that they have no say in their
• Lack of rest (unfulfilled physical needs)
• Interest in school tasks is increased when
students have been given some choice and
opportunities to take personal responsibility for
learning. (Grolnick, Gurland, Jacob &
• Meeting of basic physiological needs such as
sufficient rest is essential. (Maslow, 1970)
• Parents can sit down with child and work out a
consensus on study regime
• Factor in free time for rest.
A child’s deficiencies in social-emotional
competencies adversely affect his performance in
Self & Others
• Awareness &
• Constructive sense of
• Respect for others
• Social responsibility
• Social-norm analysis
• Adaptive goal-setting
• Student is lethargic and listless in class
• As a result of staying up late doing work/ having
• Responsible decision-making
• Without ability to identify problem situations,
the student is unable to make responsible and
• Student does not perform well academically in
• Awareness of self
• Student is unable to recognize his
strengths and weaknesses
• Responsible decision-making
• Student is unable to act on his perceived
strengths and weaknesses
• Student is unable to solve problems
• Student did not practise adaptive goal-
• Student does not seek help
• Student is ostracized by friends in school
• Social interaction skills
• Student did not expressively
communicate his opinions and feelings
to his peers
• Student is unable to issue refusals
• Awareness of self
• Student does not display awareness of
his strengths and weaknesses
• Teachers’ insensitive remarks about student
not fitting in with any group
• Awareness of self
• Student is unable to manage his feelings
and regulate his responses to comments
• Parents’ lack of attention and encouragement to student.
• Social interaction skills (Relationship Management Skills)
• Student did not demonstrate expressive communication
skills to convey his feelings and opinions to others
• Student has no negotiation skills to suggest compromises
Lack of social
• A child’s attention can be divided when faced
with emotional issues.
• Inherent abilities such as cognitive resources
play a part in learning abilities
• Student does not spend quality time with parents and feel
• Sense of belonging and safety is essential to a child before self-
actualization can take place
• Primary concerns are emotional issues. Students will be unable
to focus and perform in school & his Information Processing
skills are affected.
• Parents should set aside quality time to spend with their
• Child/Children should be provided with care and a sense of
belonging before being able to concentrate and focus on
Information Processing in the classroom.
• Student is distracted in class
• Inability to focus in class due to emotional &
• Information Processing skills are affected & students are
unable to catch up academically with peers
• Manage the distressing issues of the students to ensure
that there is a marked improvement in the attention of
the students towards education.
• Absent of trust between educators & students
• Lack of trust affects students’ attitude towards Information
• Creates an unhealthy learning environment
• Impedes students’ ability in Information Processing
• Create a bridge to promote mutual understanding & respect
• Allows a healthy 2 way communication to approach each
• Promotes the development of Information Processing
• Students do not feel cared for in the school/classroom.
• A caring environment nurtures positive Information Processing
• Students who feel uncared for are in a negative learning
environment which impedes & disrupt their Information
• Showing genuine care & concern for students allows for
improvement in Information Processing.
For effective learning to take place, the
learner's basic needs, such as need for
belonging and safety, have to first be met.
When the deficiency needs are not met, the
student’s focus cannot be fixated on learning.
The micro and mesoenvironment has a direct
impact on the social-emotional capacities of a
Components of Social Emotional Learning such as
Self-Awareness, Self-Management and
Relationship Skills have a direct relationship with
the effectiveness of learning.
Without SEL competencies, the student’s learning
capacity will be crippled because learning is also
achieved through co-construction as a community
rather than solo effort.
To ensure that effective learning takes place, it
is important for teachers to learn how
information is being processed in different types
of learners to cater lesson design and teaching
according to their needs.