Integrating Social and Emotional Learning through a GESI Lens in Marginalized Geographies

• In Event: Diversity-Sensitive Practice and Intercultural Sensitivity Development in Daycare and All-Day Primary Schools: Critical Insights from Transnational Research

Proposal

21st century has observed a growing interest in Social and Emotional Learning (SEL). This has been led by the Collaborative for Academic, Social, and Emotional Learning (CASEL) established in 1994 to ‘advance the science and evidence-based practice of social and emotional learning (SEL) and integrate it into educational systems from preschool through high school’. According to the CASEL framework, “social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” Through Social Emotional Learning (SEL), children and adults are guided to recognize their feelings, manage their emotions, respect others, and solve problems peacefully. These life skills ensure they live in harmony with others.

With increasing automation the significance of the social skills at the workplace has increased manifold. Inter-personal skills are critical and complement the cognitive skills for an individual to effectively collaborate, perform and succeed in life or even peacefully co-exist in the society.

Schools play a crucial role not only in academic development but also in the overall growth of a child. It is well established that the learning outcomes are predictors of life outcomes(Kern & Freidman. 2009).There have been multiple studies showing SEL leads to extensive and positive outcomes for students. Research shows SEL “increases high school graduation rates, post secondary enrollment and completion, employment rates, and average wages.” It also decreases “dropout rates, school and classroom behavior issues, drug use, teen pregnancy, mental health problems, and criminal behavior.”. Research shows that non-cognitive traits impact personal development. Studies prove that future likelihood of committing crimes is influenced by the non-cognitive traits (Kautz, Heckman, Diris, Bas ter Weel, & Borghans, 2014), or that the behavioural skills are key to long term effects on crime and employment (Heckman J, Pinto R, Savelyev P. , 2013). Inadequate social and emotional development are increasingly considered as key factors for public health issues such as violence, obesity and substance abuse.
One major concern is that, as a society, we don’t always prioritise these skills in children from a young age. Schools provide an ideal setting for group work, cooperation, and bringing together students from diverse backgrounds. This experience helps children adopt attitudes, behaviors, and ways of thinking that might not develop if they only rely on family or close relations. In this way, schools help shape how individuals approach life, making them more caring, empathetic, inclusive and responsible.
Further, it may be noted that Social and Emotional Learning (SEL) becomes more critical to children's holistic development, particularly in contexts of social exclusion and vulnerability. In remote and marginalized geographies, children’s experiences of schooling are shaped not only by access to resources but also by the social and emotional environment in which learning takes place. However, limited attention has been paid to how SEL is interpreted, integrated, and experienced in such settings—especially through the lens of Gender Equality and Social Inclusion (GESI).

Anweshak Sathi has undertaken research focused on examining the current state of socio-emotional wellbeing and the application of Gender Equality and Social Inclusion (GESI) principles in marginalized communities. It is understood that since SEL is learned by children from being a part of a community, both the school experiences and home experiences are equally important. Therefore, the study focuses on children's experiences, both in the community and in school influenced by cultural practices. The study is grounded in a constructivist learning theory and an interpretive paradigm, seeking to surface the lived realities of children and educators and to amplify site-specific insights through a case-based approach. The research will document the contribution of cultural wisdom and indigenous practices in children’s socio-emotional development; and develop contextually grounded strategies for embedding SEL and GESI in educational programmes within underserved settings.

At CIES 2026, Anweshak Sathi proposes to present a paper based on its research findings from the study conducted across multiple sites in India. The paper presentation will cover the following
the current landscape of socio-emotional wellbeing and GESI principles in marginalized geographies, specifically focusing on children's experiences and existing practices and how traditional knowledge systems and cultural practices enrich and inform modern SEL approaches
the various factors (organizational, contextual, and pedagogical) that either support or hinder the meaningful integration of SEL with a GESI lens in education delivery within remote geographies
some of the best practices in SEL integration across different contexts, with a particular focus on understanding the role of cultural wisdom and indigenous practices
The aim of the paper is to draw attention to the interplay of organizational, contextual, and pedagogical factors that enable or constrain meaningful SEL integration into classrooms and lives of the children. This is essential especially in today's world to help children develop into healthy adults and achieve personal outcomes i.e. enabling them to lead fulfilling and productive lives in an inclusive and non-violent environment. It assumes more significance in the lives of marginalised and vulnerable communities who face additional barriers and have access to limited growth opportunities. Therefore, the need to address research gaps dedicated to marginalised geographies and communities to gather insights into prevalent understanding of SEL and its integration into their classrooms and lives. By focusing on SEL, schools support the development of better citizens who can manage emotions, respect differences, and resolve conflicts non-violently. These qualities are essential for building a more peaceful and caring society, as children learn to work together and understand each other beyond their immediate backgrounds. The paper while delving into the understanding of SEL, contextual variations and cultural factors enabling or hindering its integration in the school environment will also identify and present scalable strategies for SEL, vital in promoting overall peace and harmony in society.

Authors

• Richa Goswami, Anweshak Sathi

• Shraddha Jha, Anweshak Sathi