Abstract:

Life skills is well understood as the abilities and competencies that help individuals to own positive and adaptive behaviours enabling them to be effective in dealing with everyday challenges. In today’s world, children are at a crossroads due to increased societal pressure, greater complexity and diversity. Social and emotional learning (SEL) provides an additional dimension to education concentrating on improving co-operation, communication and decision making. Since emotional intelligence is critical for life-long happiness, successful careers and healthy relationships, SEL gives a framework for developing these skills.

‘Ready for the world’ is a structured SEL curriculum conceptualised by Learning Curve Life Skills Foundation based in Hyderabad, India. This curriculum is based on the widely acknowledged CASEL framework that equips children with competencies to navigate the world smoothly. This exclusive curriculum is catered to students from under resourced and vulnerable backgrounds. Effective implementation of this curriculum is realized by making teachers as change makers, transforming classrooms as safe places, schools as enablers and engaging parents as stakeholders. Implementation of this curriculum has not only benefited students alone but has also positively impacted teachers, parents and influenced developing a positive school culture.

The conducted research aims to study the effectiveness of the implemented SEL curriculum in the academic year 2018-19. This curriculum was implemented in 55 schools in 2 states of India comprising 390 teachers and 11,280 children (grade 3-grade 9). The data (qualitative & quantitative) obtained was analysed in detail & results demonstrate a significant improvement wherein 85% of all children assessed showed improvement in social and emotional skills and 66% of them showed at least one level improvement in key social-emotional skills (Resilience, managing emotions, building relationships, managing conflicts & Overcoming difficulties). This result was also validated by 86% of teachers reporting positive changes in student behaviour based on their observations. 41% of teachers showed one level improvement in teacher competencies (emotional intelligence, engaging the child, mentor mindset & learning & adaptability). This was also supported by teachers’ self- assessment and observation wherein 87% teachers reported positive change in their own behaviour (patience, taking initiative, managing emotions, communication & confidence). 85% of the classrooms showed improvement in curiosity, participation, energy level and collaboration among children. These results were also substantiated by external observations and anecdotal evidences.

The present findings confirm the potential and reliability of the structured SEL curriculum. The inputs and transactional modes designed in this curriculum can be used for further developing of sustainable life skills programmes and for a farther outreach.

Keywords:

Social and emotional learning, Life skills, SEL Curriculum, Learning Curve.