Educators as Social Emotional Leaders: Creating a Culture of Hope in Nepalese Schools

• In Event: Roundtable Session 11
  In Refereed Roundtable Session: Igniting Hope and Innovation: Social-Emotional Leadership and Future-Ready Classrooms

Proposal

Educators as Social Emotional Leaders: Creating a Culture of Hope in Nepalese Schools
Relevance- Many young people today struggle with poor self-esteem, often linked to social media comparisons and distractions from devices, which is a key indicator of emotional and behavioral problems (Leary et al., 1995). Without the skills to manage emotions (Whitted, 2011), low confidence negatively impacts students' development, resulting in poor academic performance, low attendance, behavioral problems, mental health issues, and limited future opportunities. Educators play a critical role in helping students build emotional skills and foster a hopeful learning environment, essential for personal growth and success (Dillard, 2021).

Theory/Context- The Social Emotional Learning (SEL) framework, outlined by CASEL, identifies five key competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—that foster emotional intelligence and resilience across cultures. By linking SEL with hope theory, educators can promote student well-being and success. According to Synder (1994), hope is a motivational state focused on goals, combining goal, pathways, and agency thinking. While hope is culturally variable, limited research exists on how SEL can cultivate hope in South Asian settings, offering potential for globally relevant insights.

Inquiry: This research examines the role of educators as social emotional leaders in creating a culture of hope within classrooms. The researcher traveled to Nepal to conduct in-depth interviews and classroom observations in 2024. Purposeful sampling was used, focusing on 11 teachers and administrators from primary and secondary schools in Kathmandu. Purposeful sampling, as described by Tatur-Arciniegas & Lara Contreras (2018), involves selecting individuals who can provide in-depth information related to the research focus.

Findings: The findings revealed that while teachers in Nepal were not familiar with the Western concept of SEL, they already integrated SEL principles into their classrooms. SEL and hope are closely connected, as SEL helps individuals develop essential skills like emotional regulation, self-awareness, and resilience, all of which support the growth of hope. By teaching students to manage stress, set purposeful goals, and cultivate positive relationships, the teachers fostered optimism and persistence in overcoming obstacles. Additionally, they emphasized the importance of agency, empowering students to believe in their ability to positively influence their lives, thereby sustaining hope. One principal described hope as “fuel,” explaining that, just like an engine requires fuel to function, hope keeps individuals motivated to move forward in life.

Contribution- This study underscores the importance of educators as key figures in fostering hope and emotional resilience through SEL, especially in non-Western settings. By promoting a growth mindset and resilience, educators help students navigate academic challenges with confidence and perseverance, leading to better emotional health and academic outcomes. The focus on inclusivity creates emotionally supportive environments where all students feel valued and empowered. This research highlights the need for a holistic approach to education, balancing academic success with emotional well-being to prepare students for both school and life.

Author

• Victor Boey Xing Yi, Soka University America