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Social and Emotional Social and Emotional LearningLearning
The Heart of EducationThe Heart of Education
Prof. Carmel Cefai
Centre for Resilience & Socio-Emotional Health
University of Malta
Need for Head & Heart in Need for Head & Heart in EducationEducation
Education needs to reflect the current realities and challenges faced by children and young people today, for it to remain valid and relevant to the lives of children in the 21st century.
It needs to go beyond simplistic performance indicators and academic achievement (cf. PISA) and become more engaged in the challenges faced by children today, helping in the formation of academically, socially and emotionally literate young people
From a life of tests to…From a life of tests to…
We need to prepare our children for the ‘tests of life’ rather than burdening them with a ‘life of tests’ (Elias, 2010)
Heart for HeadHeart for HeadDurlack et al (2011): meta-analysis of
over 200 studies of universal school based programmes from KG to secondary schools
SEL increased academic performance ~ SEL students scored significantly higher (11 points) on achievement tests when compared to peers not having SEL programs
Head + HeartHead + HeartIt is crucial that those who seek
to promote academic learning and achievement and those who seek SEL, realise that they are actually ‘on the same side’– ‘meta abilities’ for academic learning
Head without HeartHead without HeartTo continue privileging a narrow
range of cognitive skills at the expense of a more useful and meaningful education, would be denying children the right to an adequate and quality education
Santander Declaration Santander Declaration 20142014
In response to the pressures from the PISA Standards
Online petition: www.um.edu.mt/cres
Cefai, C et al. (2014) From Pisa to Santander: A Statement on Children’s Growth and Wellbeing. International Journal of Emotional Education, 6 (2), 86-89.
Santander DeclarationSantander Declaration
We believe that every child and young person has the right to a balanced, meaningful, holistic, creative and arts-rich education. In order to advance the above, we commit ourselves to promote the following:
That schools and early years settings provide a learning environment where academic, social and emotional education competences are in creative balance;
That schools and early years settings operate as learning and caring communities in which all students, teachers and parents have the opportunity to experience sustainability and wellbeing;
That educational and learning contexts consciously seek to strengthen students’ connectedness with themselves, others and the environment;
That social and emotional education be embedded in all initial teacher education and that practicing teachers and educators can access on-going professional education and support to continuously develop their relational and emotional competences;
That schools and early years settings have the autonomy and agency to determine their educational and social agenda according to their own respective cultures and contexts.
A whole school approach A whole school approach to SELto SEL
MulticomponentMultiyearMultiinterventionMultipopulationWell planned, implemented and
evaluatedFrom Cefai, C and Cavioni, V. (2014) Social and Emotional
Education in Primary School. Integrating Theory and Research into Practice. New York: Springer Publications
Teacher educationTeacher educationClassroom teachers’ perceived sense of
competence and confidence in promoting SEL and mental health in school is relatively poor, particularly if initial teacher education in the area was limited or inadequate (eg. Askell-Williams & Cefai, 2014).
Askell-Williams, H & Cefai, C (2014) Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings. Teaching and Teacher Education, 40, 1-12
Teacher Education: areasTeacher Education: areas Teacher education in SEL needs to include
– building healthy relationships with students– developing students’ social and emotional learning (self
and social dimensions)– SEL programme implementation issues– Preventing and responding effectively to social, emotional
and behaviour difficulties and mental health difficulties– working collaboratively with colleagues, professionals and
parents in supporting students with SEBD and mental health difficulties
Teacher educationTeacher education Initial and continuing Universal (SEL) and targeted (SEBD) Universal: taught and caught Preventing and responding to challenging behaviour
and mental health difficulties A transversal perspective, with all classroom teachers
taking responsibility for students’ SEL, (does not exclude specialist teachers’ education)
Focused also on teacher’s own social and emotional competence, health and wellbeing
