Play-based social and emotional learning in wartime Ukraine: Early insights from the SEL Kernels national rollout

• In Event: SEL Kernels across contexts: Adapting evidence-based strategies for use in different countries and learning environments

Proposal

Since the full-scale invasion began in Ukraine in early 2022, following school closures due from COVID, many students are entering their fourth consecutive year of online or hybrid learning, with frequent air raids and power cuts further disrupting schooling. Exposure to violence, loss of relationships, and ongoing disruptions to schooling and basic needs have profoundly affected children’s social and emotional development, wellbeing, and learning. In response, the EASEL Lab at the Harvard Graduate School of Education and the LEGO Foundation are making available social and emotional learning (SEL) Kernels to provide culturally relevant, play-based strategies to teachers across Ukraine. Since January 2025, over 34,000 teachers have been trained. This paper explores preliminary insights from the first year of the national rollout, which aims to reach 130,000 primary and lower middle school teachers by August 2026.

This mixed-methods study draws on multiple data sources from a sub-set of Ukrainian teachers who have been trained on Kernels, including bi-weekly implementation surveys (n=2518), site visits (n=48), classroom observations (n=74), and website analytics of users accessing a website developed for this project (n=28,000). Descriptive statistics were used to summarize implementation patterns, and open-ended responses were thematically coded to identify common themes.

Preliminary findings suggest most teachers in Ukraine are integrating Kernels into academic instruction (70% report using Kernels during academic time), particularly in hybrid and online settings. Over time, usage has grown both in frequency and in the number of Kernels played weekly. Most teachers access Kernels through a combination of printed and digital materials, often downloading resources from the website. Many engage with teacher support tools such as Wellbeing Kernels, Reflection Guides, and Demo Videos.

Classroom observations indicate teachers demonstrate strong, consistent implementation of Kernels (mean =3.4/4; SD=0.68), reflecting a “good effort” level. Ratings were not statistically different across grade levels (F(6, 67) = 0.42, p = .86) but were significant between institution types (F(2, 585) = 6.876, p < 0.01). Post-hoc pairwise comparisons with Bonferroni adjustment indicated ratings in the hybrid format differed significantly from in-person (p = 0.0037) and remote (p = 0.0061). Paired t-tests revealed significant differences between specific items. For instance, ‘positive interactions’ was rated higher than ‘introduce skills’ (p < 0.001), and ‘facilitate reflection’ (p < 0.001). Other pairs did not show significant differences.

While still in early stages, feedback from teachers and administrators highlights perceived benefits of Kernels, including support for student social and emotional development, improved classroom and school climate, and enhanced teacher wellbeing. However, challenges continue to impact implementation. Additional training and peer-learning opportunities could strengthen uptake and effectiveness.

The results of the first year of the SEL Kernels rollout in Ukraine demonstrate that even in the face of war-related disruption, teachers are finding meaningful ways to integrate Kernels into their daily practice. Continued monitoring and strategies for sustaining engagement with Kernels are critical to ensuring that these strategies reach their full potential in supporting the social and emotional needs of Ukraine’s students and educators.

Authors

• Sonya Rose Temko, EASEL Lab, Harvard Graduate School of Education

• Emily Stolz, EASEL Lab, Harvard Graduate School of Education

• Bryan Nelson, Harvard Graduate School of Education

• Chelsea Rubin

• Stephanie Jones

• Rebecca Bailey, Harvard University

• Oksana Roma, The LEGO Foundation