Linking Social Emotional Learning to Leverage Academic Performance and Wellbeing- A Damascus College Initiative

At Damascus College, we recognise the importance of Social Emotional Learning (SEL) in promoting academic performance and wellbeing. That is why we have made a conscious effort to explicitly teach SEL skills to our students.

Social Emotional Learning (SEL) refers to the process by which individuals develop the skills to understand and manage their own emotions, as well as those of others, and use this understanding to build positive relationships, make responsible decisions, and achieve their goals. SEL is a critical component of a well-rounded education and has been shown to have a significant impact on both academic performance and wellbeing.

Our approach to SEL is centred on the development of five key competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. These competencies are taught through the 5Es (Engage, Explore, Explain, Elaborate and Evaluate) a combination of direct instruction, modelling, and opportunities for students to practice and apply what they have learned.

One of the ways in which we incorporate SEL into the curriculum is being explicit in our teaching of SEL skills which are integrated into our assessment criteria. We also incorporate SEL into our teacher advisory program, where students work with their teacher advisor to develop and practice social and emotional skills. This includes activities such as goal-setting, problem-solving, and communication exercises, which help students to develop the skills they need to build positive relationships and make responsible decisions.

In addition to these formal SEL programs, all staff are trained in incorporating SEL principles into their teaching and interaction with students. This can include using SEL-based strategies such as restorative justice and in Term 2 participation in our ReLate programme, which helps staff and students to develop empathy and responsibility, and encouraging positive behaviour and being explicit in our outcomes through learning intentions and success criteria and

Studies have consistently demonstrated a strong relationship between SEL and academic performance. For example, a meta-analysis of 213 SEL programs found that students who participated in SEL programs showed an average 11% improvement in academic performance, as measured by standardized test scores (Durlak, et al., 2011). Furthermore, research has shown that SEL programs have a positive impact on motivation, engagement, and overall school climate, which are all critical factors that can contribute to academic success (Roeser, et al., 2012).

In addition to its impact on academic performance, SEL has also been shown to play an important role in promoting wellbeing. Research has found that individuals who engage in SEL activities are more likely to experience increased levels of self-esteem, resilience, and overall life satisfaction (Roeser, et al., 2012). Furthermore, SEL has been shown to reduce stress and anxiety, improve coping skills, and promote positive behaviour, which can all contribute to a greater sense of wellbeing (Durlak, et al., 2011).

While the relationship between SEL, academic performance, and wellbeing is well-established, it is important to note that SEL is not just about improving grades or test scores. Rather, it is about developing the skills and attitudes that individuals need to be successful in all areas of their lives, both now and in the future. By fostering the development of SEL skills, educators can help students to achieve their full potential and lead fulfilling and productive lives.

References:

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2012). School as a context of development: Implications of developmental theory for school psychology. In Handbook of school psychology (pp. 3-34). John Wiley & Sons.

Eisenberg, N., & Spinrad, T. L. (2004). Emotional regulation, emotion-related regulation, and quality of life. In Emotion regulation: Conceptual and empirical foundations (pp. 169-187). Guilford Press.