The Pulse of Social and Emotional Learning: Status and Core Competencies in Primary Schools

Abstract

Aim of the Study: This quantitative study employs a cross-sectional design to examine the current state of Social and Emotional Learning (SEL) and relationships between its core competencies among primary school students.

Methodology: With the help of a correlational approach, this research design enables the statistical analysis of relationships between variables. The sample size of 302 students was selected through a proportionate stratified sampling method (25%). The Panorama Social-Emotional Learning Survey was used for on-site data collection, covering all five core competencies of SEL. This study reports a significantly higher SEL status at most schools in Karachi.

Findings: The students demonstrated particular proficiency in two SEL domains: social awareness and self-management. Further, the correlation analysis reveals that a strong positive correlation was observed between self-awareness and self-management, self-awareness shows a moderate positive correlation with responsible decision-making, and a weak negative correlation with social awareness. A weak positive correlation was observed between self-awareness and relationship skills. However, a weak negative correlation was found between self-management and social awareness, social awareness and relationship skills, and social awareness and responsible decision-making.

Conclusion: The study concluded that all five SEL competencies are interlinked. Study shows that relationship skills are the only competency that can be developed independently during specific developmental stages of a young student and is the least correlated with self-regulation and responsible decision-making. To improve the current standard of SEL modules and practical strategies, there is a need to focus on teacher training, which must be incorporated in future pre-service and in-service teacher education programs.