LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:7 July 2024
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Social and Emotional Learning:
A Study on Secondary Level Schools in Bangladesh

Puja Roy

Abstract

In Bangladesh, social and emotional learning must be taught in secondary school settings. This study investigates the value of social and emotional learning in secondary education settings, as well as its difficulties. One hundred Bangladeshi students from various modern cities and some isolated locations of the country's numerous districts participated in the study. In this essay, I attempted to ascertain how students are now utilizing emotional intelligence in both their personal and academic lives. Simply put. The skills of social and emotional learning (SEL) include the capacity to identify and regulate one's emotions, solve issues creatively and build healthy relationships with others. This study examines how teenagers gain social and emotional skills by asking questions in four different areas. At the very beginning of this study, it will explain five core aspects of social emotional learning that prepare students not only to pass the test at school but also pass the test of life in future. Secondly it will explore students recent condition and challenges of integrating social-emotional learning in the classroom. Finally, it will share some findings from the study and some recommendation.

Keywords: Social and emotional learning (SEL), Collaboration for Academic Social and Emotional Learning (CASEL) framework, Awareness, Management, Decision making

Introduction

Social and emotional learning is an essential coming up focus in education and student’s mental health. SEL conducts a wide range of methods and ideas to encourage mental health and resilience, to educate social, emotional life skills and to prevent negative life outcomes through effective activities in academic sphere.

Social-emotional and life skills must be taught explicitly at the elementary and secondary levels like reading or math, if social-emotional skills are not taught systemically, they will not be internalized (Elias, 2006, P.7). In 2006, Cohen observed that- All SEL programs focus on promoting students social and emotional competencies. And, because of the significant impact of risk prevention and health promotion research, they all have tended to deal with behavior and skills that can be operationally defined. Many leaders in the field underscore the importance of skills based teaching and learning. Although. It is difficult to explain SEL in one sentence, one of the most influential and widely read definition of SEL is from the Collaboration for Academic Social and Emotional Learning (CASEL), a leading group of researchers and policy analysts who have championed the use of SEL in schools, CASEL’s most visible definition of SEL from the organization’s website reads.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Puja Roy
Lecturer in English
Department of Language and Communication Studies
Khulna Agricultural University, Khulna
Khulna-9100, Khulna, Bangladesh
pujaroy5213628@gmail.com
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