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Guidelines for Implementing SEL in Schools Año de publicación: 2022 Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Schools that promote SEL help in their students’ academic and global learning. It enables learners to live peacefully with others in heterogeneous societies and build ‘tolerance’ and ethics in behaviour in terms of universal human traits that go beyond social, cultural and gender differences. SEL cultivates children’s wellbeing, and because schools are mirrors or microcosms of our larger and dynamic societies, it is vital that personal and social learning be mainstreamed in schools. The purpose of these guidelines is to share the latest research with policymakers, school leaders, and teachers looking to integrate SEL into school practices and present scientific evidence on creating school environments and recommending practices that are key to building peaceful and sustainable societies. 
دليل ومجموعة أدوات المدارس السعيدة رافد ومصدر للسعادة ورفاه المتعلم والتعلم الاجتماعي والعاطفي في منطقة آسيا والمحيط الهادئ Año de publicación: 2021 Autor corporativo: UNESCO | UNESCO Bangkok تم إعداد هذا الدليل بــهدف دعم المعــلمين والقــادة فــي مجالــي التعــليم األساســي والثــانوي فــي جميــع مناطــق آسيــا والمحيط الهــادئ فــي التــفكير فــي كيفيــة إنشــاء مدرســة ســعيدة، وهو بذلك يستند علــى عدة ركائز إلطــار عمل المدارس الســعيدة. وفــي حين أن دليل المدارس الســعيدة يستــهدف قــادة المدارس والمعــلمين فيمــا يتعلــق بــالمستوى اإلداري وتطوير عــلوم التربيــة، فــإن مجموعــة أدوات المدرســة الســعيدة قد صممت للمعــلمين علــى مستوى الصف الدراســي. Happy Schools Guide and Toolkit: A Resource for Happiness, Learners’ Well-Being and Social and Emotional Learning Año de publicación: 2021 Autor corporativo: UNESCO | UNESCO Bangkok The Happy Schools Guide and Toolkit is designed to support teachers and school leaders in primary and secondary schools across the Asia-Pacific region, in thinking about how they can create their own Happy School. It has therefore drawn from aspects of the Happy Schools Framework, which can be most readily addressed at the school level. While the Happy Schools Guide is targeted towards school leaders and teachers at the school level of administration and pedagogy development, the Happy Schools Toolkit is conceived for teachers at the classroom level. 
Nurturing the Social and Emotional Wellbeing of Children and Young People During Crises (UNESCO COVID-19 Education Response: Education Sector issue notes; No.1.2, 2020) Año de publicación: 2020 Autor corporativo: UNESCO The COVID-19 pandemic has necessitated lockdowns, school closures, physical distancing and loss of familiar environments. The restriction on movement, disruption of routines, curtailment of social interactions and deprivation of traditional learning methods has led to increased pressure, stress and anxiety for young people, their families and communities. Parents and adult care-givers are struggling to meet the challenges of home schooling while juggling work and community obligations, caring for family members and maintaining individual well-being. Teachers are having to rapidly adapt to new and untested teaching methods. Young people are concerned about their education as national examinations are cancelled and are grappling with the insecurity of isolation and uncertainty. In poor households where income is a first priority, children are left on their own to home school or are pulled into other tasks. The stress and anxiety of the pandemic is compounded by the circulation of dynamic information - both accurate and false, often fuelled by sensationalist media reporting. This not only increases insecurity but also acts as fertile ground for the spread of intolerance, racism, xenophobia and hate crimes. To address and counter the social anxiety, emotional upheaval and fearful insecurity unleashed by COVID-19, it is urgent and necessary that families and communities build vital coping skills and emotional resilience. Social and emotional skills are well established, evidence-based practices, that can be adapted to help equip children, young people, parents and teachers with the knowledge, skills, attitudes and behaviours they need to stay healthy and positive, navigate emotions, practice mindful engagement, exhibit pro-social behaviour and cope with daily challenges. Promoción del bienestar socioemocional de los niños y los jóvenes durante las crisis (Respuesta del ámbito educativo de la UNESCO al COVID-19 Notas temáticas del Sector de Educación; No.1.2, 2020) Año de publicación: 2020 Autor corporativo: UNESCO La pandemia del COVID-19 ha requerido cuarentenas, cierre de escuelas, distanciamiento físico y pérdida de entornos familiares. La restricción de movimiento, la interrupción de las rutinas, la reducción de las interacciones sociales y la privación de los métodos de aprendizaje tradicionales han dado como resultado una mayor presión, estrés y ansiedad en las personas jóvenes, sus familias y sus comunidades. Actualmente las madres, los padres y los cuidadores se esfuerzan por cumplir los desafíos del aprendizaje en el hogar y a la vez tener que hacer malabares con el trabajo y sus obligaciones comunitarias, el cuidado de sus familiares y su propio bienestar individual. Las y los docentes han tenido que adaptarse rápidamente a métodos de enseñanza nuevos y que todavía no han sido probados. La gente joven está preocupada por su propia educación al ver cancelarse los exámenes nacionales y luchan contra la inseguridad producida por el aislamiento y la incertidumbre. En los hogares más pobres, donde los ingresos son la primera prioridad, se deja a los niños y las niñas a cargo de su propio aprendizaje o se les asignan otras tareas. El estrés y la ansiedad de la pandemia se ven agravados por la circulación de información dinámica, tanto verdadera como falsa, que por lo general es fomentada por el trabajo de la prensa sensacionalista. Esto no solo aumenta la inseguridad, sino que también actúa como un campo fértil para la propagación de la intolerancia, el racismo, la xenofobia y los crímenes de odio. Para abordar y contrarrestar la ansiedad social, la convulsión emocional y la atemorizante inseguridad que ha desatado el COVID-19, es urgente que las familias y las comunidades desarrollen habilidades vitales de adaptación y resiliencia emocional. Las habilidades sociomocionales son prácticas bien establecidas y con base empírica que se pueden adaptar con el fin de entregar a niños, niñas, jóvenes, padres, madres y docentes las herramientas, habilidades, actitudes y conductas necesarias para mantenerse sanos y positivos, explorar en sus emociones, practicar un compromiso consciente, exhibir una conducta prosocial y lidiar con los desafíos diarios. Favoriser le bien-être social et émotionnel des enfants et des jeunes en période de crise(Réponse éducative de l’UNESCO face au Covid-19: Notes du Secteur de l’éducation; No.1.2, 2020) Año de publicación: 2020 Autor corporativo: UNESCO La pandémie de COVID-19 a nécessité le confinement, la fermeture des écoles, la distanciation physique et la perte d’environnements familiers. Les restrictions de déplacement, le bouleversement des routines, la diminution des interactions sociales et la privation des méthodes d’apprentissage traditionnelles ont eu pour effet d’augmenter la pression, le stress et l’anxiété chez les jeunes, leurs familles et leurs communautés Les parents et les adultes aidants déploient des efforts considérables pour gérer l’école à la maison, tout en jonglant avec leurs obligations professionnelles et communautaires, s’occupant des membres de la famille et préservant le bien-être de chacun. Les enseignants doivent s’adapter rapidement à de nouvelles méthodes d’enseignement non éprouvées. Les jeunes s’inquiètent pour leurs études à cause de l’annulation des examens et sont aux prises avec un sentiment d’insécurité dû à l’isolement et à l’incertitude. Dans les foyers pauvres, où le revenu est la priorité absolue, les enfants sont livrés à euxmêmes pour leur travail scolaire ou en sont détournés pour effectuer d’autres tâches. Le stress et ’anxiété suscités par la pandémie sont aggravés par la circulation d’informations, exactes ou fausses, souvent exacerbées par les articles à sensation des médias. Non seulement le sentiment d’insécurité en est accru, mais cela crée un terrain propice à la propagation de l’intolérance, du racisme, de la xénophobie et des crimes de haine. Pour combattre et contrer l’anxiété sociale, les troubles émotionnels ainsi que le sentiment d’insécurité et de peur générés par le COVID-19, il est urgent et nécessaire que les familles et les communautés acquièrent des capacités d’adaptation et une résilience émotionnelle vitales. Les compétences sociales et émotionnelles sont des pratiques bien établies, fondées sur des données, qui peuvent être adaptées pour équiper les enfants, les jeunes, les parents et les enseignants des connaissances, compétences, attitudes et comportements nécessaires pour rester en bonne santé et positifs, gérer ses émotions, s’engager en toute conscience, adopter un comportement social positif et faire face aux difficultés quotidiennes. 培育儿童和青少年在危机期间的社会情感健康 (联合国教科文组织针对新冠疫情的教育对策教育部门议题说明; No.1.2, 2020) Año de publicación: 2020 Autor corporativo: UNESCO 新型冠状病毒大流行迫使人们采取隔离措施，保持社交距离并关闭学校，导致人们失去熟悉的环境，行动受限，日常生活被打乱，社交活动减少，传统的学习方式遭遇终结，因此带给年轻人及其家庭和社区成员前所未有的压力和焦虑感。 父母和成人照顾者不仅要兼顾工作和社区义务、照顾家庭成员并保持个人健康，同时，还要努力应对孩子在家上学所带来的挑战。教师需要快速适应未经测试的新教学方法。全国考试取消令年轻人对自身的教育前景备感担忧，社交距离和不确定性带给他们不安全感。对一些贫困家庭而言，维持收入是第一要务，因此他们不得不将孩子独自留在家中学习，或者吩咐他们去做其它工作。实时更新的疫情信息，加剧了人们的压力和焦虑感。这些消息真假参半，时不时蹦出一些耸人听闻的新闻报导，不仅增加人们的不安全感，也为狭隘心理、种族主义、排外情绪以及仇视性犯罪行为提供了生长的土壤。 为了应对新型冠状病毒引起的社交焦虑、情绪波动和令人恐惧的不安全感，家庭和社区迫切需要培养必要的应对技能和情绪复原能力。经实践证明，社会情感技能可以赋予儿童、青年、父母和教师必要的知识、技能、态度和行为，有助于其保持健康和积极的状态，有效管理情绪，采取正念的做法，展现亲社会行为并应对日常挑战。 
Singapore’s educational reforms toward holistic outcomes: (Un)intended consequences of policy layering Año de publicación: 2023 Autor: Dennis Kwek | Jeanne Ho | Hwei Ming Wong Autor corporativo: Center for Universal Education at Brookings In the transition from economic imperatives to holistic drivers, there has been a gradual move over five policy phases (from 1965 to 2022 and beyond) toward curriculum and school diversification to cater to different students, with more autonomy given to schools to innovate their pedagogy and improve instructional quality to meet their students’ unique needs. Importantly, there has been a shift in policy rhetoric from focusing on educational structures to focusing on pedagogy and instructional quality. To shift pedagogy from being mainly didactic in nature—with emphasis on preparing students for national examination—the Singapore government recognized the need to focus on school leaders’ and teachers’ capacity building to enable new curricula and teaching practices. The school cluster structure was initiated in 1997 to enable collaboration and learning among school leaders, key personnel, and teachers. Opportunities for collaborative teacher learning are provided at different ecological levels: professional learning communities (PLCs) within schools and networked learning communities (NLCs) across schools. Beyond the education system, the Singapore government works with other ministries and community organizations, such as ethnic self-help organizations, to tackle educational equity issues. Ultimately, even though the official policy narrative post-1997 has been a de-emphasis on examination results and educational infrastructure to help improve the instructional quality in schools toward holistic outcomes and improved student well-being have been developed, education systems building co-exists with an alternative underlying shadow education system valued by parents who continue to chase narrow academic outcomes. Tuition and enrichment centers in Singapore constitute the shadow education system. 
The Comprehensive Learning Diagnosis: Chile’s approach to assess socio-emotional learning in schools Año de publicación: 2023 Autor: José Weinstein | Juan Bravo Autor corporativo: Center for Universal Education at Brookings Education in Chile has important challenges of quality, equity, and social integration. For decades, policies tried to respond to these concerns with a high-stakes accountability institutional framework, which has not had success. The underlying vision of educational quality was limited. The assessment system in place privileged cognitive and academic dimensions of educational results. Socio-emotional learning had been neglected or considered secondary, without an infrastructure of assessment tools that allowed teachers and principals to diagnosis students’ situations and monitor their progress. The COVID-19 crisis was an opportunity for change: Students’ socioemotional needs were a main concern for schools and society, and the regular accountability system based on standardized tests was interrupted. Subsequently, the Comprehensive Learning Diagnosis (DIA) was launched by the Education Quality Agency. The DIA is a voluntary assessment tool made available to all Chilean schools. The DIA promotes the comprehensive development of students, providing timely information and guidance to internally monitor students’ learning in the academic and socio-emotional domains at several points during the school year. Specifically, with respect to socio-emotional learning, three areas were considered: personal, community, and citizenship. In each of these areas, a set of socioemotional skills were defined, operationalized, and became possible to monitor by school communities. The DIA also collects students’ opinions of school management practices regarding socio-emotional skills. The DIA has received a wide acceptance in school communities. Despite being voluntary, an ample majority of schools decided to participate. The information collected from the DIA allows for practical use by principals and teachers. Moreover, the DIA provides the opportunity for students to inform school management. The new Chilean government has decided to strengthen DIA as an important component in a four-year national plan for reactivating academic and socio-emotional learning in schools. The previous high-stakes accountability system, which involved external assessments, has been suspended and is under discussion. The DIA experience has shown that critical social and educational situations can provide fertile ground to motivate deep and rapid transformation, if an educational actor (in this case the Education Quality Agency) is capable of enacting a pertinent, timely, and practical response to school needs. The DIA is not only an example of productive uses of students´ assessment by schools, but also a demonstration that it is possible to build an institutional arrangement among local, intermediate, and national levels of school systems, where a vertical hierarchy is changed by a collaborative relationship based on local agency, mutual trust, and differentiated technical contributions. 
Asia-Pacific Early Childhood Care and Education: Teacher Training Handbook for Social and Emotional Learning Año de publicación: 2022 Autor: Monisha Singh Diwan Autor corporativo: UNESCO Bangkok The handbook was initiated by UNESCO Bangkok. This effort is in response to the widespread recognition of social and emotional learning (SEL)’s importance and the lack of robust and more contextually relevant and culturally sensitive SEL programme for teachers to effectively deliver SEL. With this, UNESCO Bangkok aims to support the Member States in the Asia-Pacific to equip their early childhood care and education (ECCE) teachers with SEL knowledge and skills, and to ensure that children develop pro-social and emotional skills and positive relationships within the early stage of the learning process, particularly in enhancing (1) knowledge about student SEL and classroom management; (2) strategies to apply in the classroom; and (3) teachers’ own social and emotional competence.The handbook provides the context and foundation for the programme. The background of the initiative that led to the regional handbook and training modules (Chapter 1), the introduction of the purpose and use of the handbook (Chapter 2), an overview of ECCE (Chapter 3), SEL (Chapter 4), teachers’ professional education, learning and development (Chapter 5), and APETT-SEL conceptual framework followed by an overview of the four themes and ten modules (Chapter 6). The Glossary provides definitions and/or explanations of key educational terminologies used to provide greater clarity. The ten comprehensive training modules aim to build capacity of pre-primary and early primary teachers, both pre- and in-service, across four themes. The first theme focuses on teachers and their well-being; the second equips teachers in building pro-social and responsive classrooms; the third focuses on diversity, inclusion, cultural responsiveness, and equity; and the fourth focuses on SEL measurement and assessment. Each training module consists of scripted sessions and activities, as well as reference materials included as handouts and additional readings.