Social emotional learning for social and climate justice and reducing inequality in urban-rural Bangladesh

• In Event: Using assessment and research evidence to challenge the education status quo: lessons from Africa, Asia and Latin America

Proposal

Social-emotional learning (SEL) is a crucial component for the holistic development of children and adults. SEL is a combination of interpersonal and intrapersonal skills and it includes the ability to understand and express emotions in contextually appropriate ways, to respond empathetically to others, and take responsible decisions (CASEL, 2013; O’Conner et al., 2017). The COVID-19 pandemic has led to a very prolonged school closure in Bangladesh and this has visibly impacted students’ social and emotional development. Children have faced loneliness, anxiety, and stress from prolonged periods of isolation which created barriers in the development of skills like empathy, self-awareness, relationship building, and others.
For the last couple of years, an education focused institute has been continuously focusing on SEL as an effective factor that leads to social change and climate justice through a path that moves towards social justice and the reduction of inequality among the vulnerable population. Bangladesh as an extremely climate vulnerable country sees the need for transformative SEL in ensuring an active role in climate justice. Their vision is to develop SEL skills in children who are in vulnerable conditions so their growth occurs academically, socially, and emotionally. The institution’s work also promotes the wellbeing of teachers, parents, and caregivers. To understand the impact of their work, the interpretation of both qualitative and quantitative studies that focused on understanding the perspectives and practices of students, teachers, and parents regarding SEL and mental health was completed. For the qualitative study, the data came from 45 in-depth interviews and 4 focus group discussions. For the quantitative study, the sample of 640 mother-child was selected through cluster random sampling where 320 were in the control group and the other 320 were in the intervention group. Also, 80 school teachers were part of this quantitative study.
Findings from the studies show that integration of SEL brings positive change in the student’s academic and personal life which fosters improved learner performance. In the intervention group, children showed higher improvements in socio-emotional wellbeing and a decrease in emotional and behavioral problems, hyperactivity, and peer interaction issues. Teachers and parents also exhibited an increase in knowledge, positive attitude, practice of SEL skills, and an improvement in individual mental health and wellbeing.
Through sharing of research findings, incorporating mental health and wellbeing at all education levels, and advocating for the inclusion of SEL, our work is hoped to lead to systemic change in education and mental health care. Our institution prioritizes incorporating mental health and wellbeing components into all programs since it is a key factor in leading to social justice, climate justice, equity, and holistic development of all citizens. Understanding of SEL is very limited and awareness of the need for holistic development is almost nonexistent among the most disadvantaged population. The need to challenge the status quo through practicing effective change, working for climate justice, and reducing social inequality is pertinent for social justice and that is possible through the work on SEL among the vulnerable population of Bangladesh.

Author

• Tabassum Amina, BRAC Institute of Educational Development, BRAC University