Restoring what the pandemic took: Social and emotional learning for kids
By Elissa Strauss, CNN
(CNN) -- I used to be a bit cynical about social and emotional learning programs, or SEL as they are known in educational circles.
My 9-year-old's previous school tried to teach him skills such as self-regulation and empathy, but in practice the whole thing felt like just another item on his busy teacher's daily checklist. The kids would rush through an eight-minute breathing exercise, only to be rushed off to their 10-minute lunch and 10-minute recess. I suspected they would learn more, socially and emotionally speaking, from extra time spent eating and playing -- and by skipping the mini-meditation.
But when my son switched schools last year, I saw how effective SEL can be. Like most kids, he entered the 2021-22 school year socially and emotionally bruised by the pandemic. His ability to trust educators, the academic process and his peers, and to motivate himself and take responsibility for his actions, had all been wounded.
The new school anticipated these would be issues for many and spent the first two months working on social and emotional skills. Unlike the previous school that focused on learning how to regulate behavior, his new school's SEL curriculum put relationships at the center and wove these lessons into everything they did. Individual pursuits such as self-control and resilience were present but always part of a larger aim to improve personal and communal connections.
It worked. "We feel like we got our son back," my husband would tell people when they asked how he was doing. I felt the same. His ability to focus on academic work returned, as did his willingness to hug relatives.
Still, the pandemic has left its mark on both my older son and my younger one, a rising kindergartner, neither of whom are as sure-footed as they likely would have been should Covid-19 never have happened.
You may see this in your children, too. Experts note that many children, in addition to being behind academically, have also experienced what might be thought of as a social and emotional learning loss. Emerging research suggests the same. For some, it means clinical anxiety and depression. For most, it means small to medium setbacks in kids' ability to do things such as taking on new responsibilities, trying new things or making friends.
What is SEL?
SEL aims to teach kids what CASEL, the Collaborative for Academic, Social and Emotional Learning, calls "core social and emotional competencies." The organization breaks them down into five main areas: self-awareness, self-management, responsible decision-making, social awareness and relationship skills. This type of teaching first emerged in the 1960s and in the past few decades has slowly made its way into most schools.
SEL can take place informally and formally through conversations, exercises and activities. Experts say that no one-size-fits-all program is best for any school or community, but that cramming SEL into one short session during the day should be considered a red flag.
"Schools have increasingly started to understand children's behaviors better," said Anya Kamenetz, an education reporter and author of the upcoming book "The Stolen Year: How COVID Changed Children's Lives, and Where We Go Now."
"With SEL we saw a shift from 'What is this kid doing?' to 'What is this kid experiencing?' That makes all the difference in the world because it isn't about what is wrong with kids, but what is going on with them and what is happening in their lives that is making them behave a certain way."
Research on SEL shows that it can help kids academically as children learn to focus, self-regulate, have better classroom behavior and build positive relationships with their peers and teachers. When children feel cared for at school and believe their teachers and fellow students have their best interests in mind, they are more willing to take on academic challenges. These benefits can last a lifetime as children who have gone through SEL programs, the younger the better, tend to have higher levels of well-being later in life.
Ultimately, none of this approach is new exactly. "Every culture has similar notions. You want your kid to grow up to be a good person," said Maurice J. Elias, professor of psychology at Rutgers University and coauthor of "Emotionally Intelligent Parenting." The difference is taking this impulse to raise good kids and figuring out which skills make that more likely for those from a variety of backgrounds.
Why our kids need it now
Two-plus years into Covid-19 and many of our kids are lonely and exhausted, said Aaliyah A. Samuel, CEO of CASEL. They're "not just exhausted by academics but mentally exhausted," she said. "And they're not feeling connected to school." They need a reset, help finding their way back to a place where being at school energizes them rather than depletes them, according to education experts.
Kamenetz said the teachers and school leaders she's spoken with are also seeing more of what they call "regressed" behaviors, such as kids bringing toys to school at older ages. There are also many reports of kids seeming socially overwhelmed at school and escaping by hiding in the bathroom or behind the screens of their phones.
Teachers and principals may be tempted to ignore such behavior and focus only on catching children up academically, Elias said. But doing so risks children falling even more behind.
"One of my big concerns is that educators will only do the six-minute SEL teaching to increase time on academics, but that is a prescription for disaster. Because if we have learned anything from the pandemic, it is just how important relationships are in every aspect of life," he said. "If we want our kids to get back on track (with) academic learning, we have to do this first."
The reason, he said, is that it is our "emotional brain," rather than our "thinking brain," that allows us to sit down and learn. We can't progress much academically if our emotional brain is unsettled. Only when students feel safe and connected to teachers and peers will they feel ready to get to work, education experts said.
It is also our emotional brains that allow us to handle this uncertain moment, and the many uncertain moments that will follow.
"We are preparing our kids for a future, and we don't know what it is going to look like," Samuel said. "The world is changing fast ... and we need to help our kids be flexible and nimble to handle those changes in the world as they happen. Because change is inevitable."
What can parents and caregivers do?
Parents and caregivers worried about their children's SEL learning loss can start by asking the school and teachers about their program, Kamenetz said. Ideally their approach is an integrated one, woven through the day, with lots of different facets that reach children in different ways.
There might be moments when they learn to label and manage their emotions, when they learn to work together, when they learn to respect other children, including those different from them, and when kindness and empathy are rewarded.
Parents and caregivers can work with teachers to figure out their kids' strengths and weaknesses and try to weave these lessons into the home.
Another possibility: Adults can try to engage in some SEL of our own, which we'd all probably benefit from after the past few years. We could make time to talk about labeling and processing our feelings with our children, the bad and the good, and work on self-regulation and resilience. We could also talk about all the ways our good relationships benefit us and how we struggle to connect due to the pandemic, too.
"Ultimately, this is not about human perfectibility," Kamenetz said, "but the fact that these are skills that we work on throughout our lives."
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"Kupitia utafiti wa ""Kujenga upya kile ambacho janga hilo lilichukua: Kujifunza Kijamii na Kihisabati kwa Watoto"" na Elisa Strauss, CNN, nilitumia kuwa na wasiwasi kidogo juu ya programu za kujifunza kijamii na kihisia, au SEL kama zinavyojulikana katika duru za elimu." Shule ya zamani ya mtoto wangu wa miaka tisa ilijaribu kumfundisha ujuzi kama vile kujidhibiti na hisia-mwenzi, lakini kwa vitendo jambo hilo lote lilionekana kama kitu kingine tu kwenye orodha ya kila siku ya mwalimu wake mwenye shughuli nyingi. Watoto hao walifanya mazoezi ya kupumua kwa muda wa dakika nane, kisha wakaanza kufanya mazoezi ya chakula cha mchana kwa dakika kumi na mapumziko ya dakika kumi. Nilidhani wangejifunza zaidi, kijamii na kihisia-moyo, kutoka kwa muda wa ziada uliotumika kula na kucheza - na kwa kuruka kutafakari kidogo. Lakini wakati mwana wangu alipobadilisha shule mwaka jana, niliona jinsi SEL inavyoweza kuwa na ufanisi. Kama watoto wengi, aliingia mwaka wa shule wa 2021-22 akiwa amevunjika moyo kijamii na kihemko na janga hilo. Uwezo wake wa kuamini walimu, mchakato wa kitaaluma na wenzao, na kujichochea mwenyewe na kuchukua jukumu la vitendo vyake, vyote vilikuwa vimeharibiwa. Shule hiyo mpya ilitazamia kwamba mambo hayo yangekuwa magumu kwa wengi na ilitumia miezi miwili ya kwanza kufanya kazi juu ya ustadi wa kijamii na wa kihisia-moyo. Tofauti na shule ya awali ambayo ililenga kujifunza jinsi ya kudhibiti tabia, mtaala wa SEL wa shule yake mpya uliweka mahusiano katikati na kuunganisha masomo haya katika kila kitu walichofanya. Utafiti wa mtu binafsi kama vile kujidhibiti na uimara ulikuwapo lakini daima sehemu ya lengo kubwa la kuboresha uhusiano wa kibinafsi na wa jamii. Ilifanikiwa. "Tunajisikia kama tumemrudisha mwana wetu", mume wangu aliwaambia watu walipomwuliza alikuwaje. Nilihisi vivyo hivyo. Uwezo wake wa kukazia fikira kazi ya kielimu ulirudi, na vilevile utayari wake wa kukumbatia watu wa ukoo. "Hata hivyo, janga hilo limewaathiri sana watoto wangu wakubwa na wadogo, ambao wanaendelea na masomo yao ya shule ya chekechea, na hakuna hata mmoja wao aliye na uhakika kama vile angekuwa na uhakika ikiwa Covid-19 haingetokea.""" Huenda ukaona hivyo katika watoto wako pia. Wataalamu wanasema kwamba watoto wengi, pamoja na kuwa nyuma katika masomo, pia wamepitia kile kinachoweza kuonwa kuwa upotezaji wa kujifunza kijamii na kihisia. Utafiti unaoendelea unaonyesha jambo hilohilo. Kwa wengine, hilo humaanisha wasiwasi wa kitiba na mshuko wa moyo. Kwa wengi, inamaanisha mapungufu madogo hadi ya kati katika uwezo wa watoto wa kufanya mambo kama vile kuchukua majukumu mapya, kujaribu vitu vipya au kufanya marafiki. SEL ni nini? "Kama ilivyoelezwa hapo juu, CASEL (Collaborative for Academic, Social and Emotional Learning) ni shirika linalohusiana na elimu ya kijamii na kihisia, ambalo linajulikana kama ""Ujuzi wa msingi wa kijamii na kihisia.""" Shirika hilo linawagawanya katika maeneo matano makuu: ufahamu wa kibinafsi, usimamizi wa kibinafsi, kufanya maamuzi kwa uwajibikaji, ufahamu wa kijamii na ujuzi wa uhusiano. Ufundishaji wa aina hii ulijitokeza kwa mara ya kwanza katika miaka ya 1960 na katika miongo michache iliyopita umepata njia yake polepole katika shule nyingi. SEL inaweza kufanyika kwa njia isiyo rasmi na rasmi kupitia mazungumzo, mazoezi na shughuli. Wataalamu wanasema hakuna mpango wa ukubwa mmoja unaofaa kwa shule yoyote au jamii, lakini kwamba kuweka SEL katika kikao kimoja kifupi wakati wa siku inapaswa kuchukuliwa kama bendera nyekundu. "Siku hizi, shule za msingi zinaendelea kuimarisha tabia za watoto, ""alisema Anya Kamenz, mwandishi wa habari za elimu na mwandishi wa kitabu kinachofuata ""Mwaka ulioibiwa: Jinsi COVID ilivyobadilisha maisha ya watoto na tunaenda wapi sasa.""" "Kwa SEL tuliona mabadiliko kutoka 'Mtoto huyu anafanya nini?' kwa 'Mtoto huyu ana uzoefu gani?' "Hiyo ni tofauti kubwa sana kwa sababu sio kuhusu nini kibaya na watoto, lakini ni nini kinachotokea kwao na nini kinachotokea katika maisha yao ambayo huwafanya wajiendeshe kwa njia fulani. """ Utafiti unaonyesha kwamba SEL inaweza kusaidia watoto katika masomo wakati watoto wanajifunza kuzingatia, kujidhibiti, kuwa na tabia bora darasani na kujenga mahusiano mazuri na wenzao na walimu. Watoto wanapojihisi wanahifadhiwa shuleni na kuamini kwamba walimu na wanafunzi wenzao wanawajali, wao huwa tayari zaidi kukabiliana na changamoto za kitaaluma. Matokeo yake ni kwamba watoto ambao wamepitia programu za SEL, vijana zaidi, wana mwelekeo wa kuwa na viwango vya juu vya ustawi baadaye maishani. Hatimaye, hakuna moja ya mbinu hii ni mpya hasa. "Kila utamaduni una maoni kama hayo. "Mwanzo, ni muhimu kuwa na mtoto mwenye akili na mwenye akili,"" anasema Maurice J. Elias, profesa wa saikolojia katika Chuo Kikuu cha Rutgers na mwandishi mwenza wa kitabu ""Emotionally Intelligent Parenting.""" Tofauti ni kuchukua msukumo huu wa kulea watoto wazuri na kugundua ni ujuzi gani unaofanya hivyo kuwa uwezekano mkubwa kwa wale kutoka kwa asili mbalimbali. """Kwa nini watoto wetu wanahitaji sasa: Miaka miwili zaidi katika COVID-19 na watoto wetu wengi ni wapweke na wamechoka,"" alisema Aaliyah A. Samuel, Mkurugenzi Mtendaji wa CASEL." "Si kwamba wamechoka tu kutokana na masomo yao bali wamechoka kiakili", akasema. "Na hawajisikii wameunganishwa na shule". Wanaohitaji msaada wa kupata njia ya kurudi mahali ambapo kuwa shuleni huwapa nguvu badala ya kuwapoteza, kulingana na wataalamu wa elimu. "Kamenetz alisema walimu na viongozi wa shule ambao amezungumza nao pia wanaona tabia zaidi za ""kujipindua,"" kama vile watoto kuleta vitu vya kuchezea shuleni wakiwa na umri mkubwa." Pia kuna ripoti nyingi za watoto wanaoonekana kuwa na wasiwasi wa kijamii shuleni na kutoroka kwa kujificha katika bafuni au nyuma ya skrini za simu zao. Walimu na wakurugenzi wanaweza kushawishiwa kupuuza tabia kama hiyo na kuzingatia tu kuwafikia watoto kitaaluma, Elias alisema. Lakini kufanya hivyo kunaweza kuwafanya watoto waendelee kushindwa. "Mmoja wa wasiwasi wangu mkubwa ni kwamba walimu watafanya tu dakika sita SEL kufundisha kuongeza muda juu ya masomo, lakini hiyo ni dawa kwa ajili ya msiba. """ """Kwa sababu ikiwa tumejifunza chochote kutoka kwa janga hili, ni jinsi mahusiano ya kibinafsi yanavyo muhimu katika kila nyanja ya maisha,"" alisema." "Ikiwa tunataka watoto wetu warudi kwenye njia ya (na) kujifunza kitaaluma, ni lazima tufanye hili kwanza". "Kama alivyosema, ""Ubongo wetu wa kihisia-moyo, badala ya ubongo wetu wa kufikiri, ndio unaotuwezesha kukaa chini na kujifunza.""" Hatuwezi kufanya maendeleo mengi ya kielimu ikiwa ubongo wetu wa kihisia-moyo haupo salama. "Wanafunzi wanapojihisi salama na kuunganishwa na walimu na wenzao tu ndio watakaohisi tayari kwenda kazini,"" wataalamu wa elimu walisema." Pia ni ubongo wetu wa kihisia ambao huturuhusu kushughulikia wakati huu usio na uhakika, na wakati mwingi usio na uhakika ambao utafuata. "Tunawaandaa watoto wetu kwa ajili ya wakati ujao, na hatujui utaonekanaje", Samuel akasema. """Ulimwengu unabadilika haraka na tunahitaji kuwasaidia watoto wetu kuwa na uwezo wa kubadilika na kukabiliana na mabadiliko hayo yanayotokea." Kwa sababu mabadiliko ni yasiyoepukika". Wazazi na watunzaji wanaweza kufanya nini? Wazazi na watunzaji wanaohangaikia upotezaji wa kujifunza wa SEL wa watoto wao wanaweza kuanza kwa kuuliza shule na walimu juu ya programu yao, Kamenetz alisema. Kwa kweli, njia yao ni ya pamoja, iliyounganishwa katika siku, na mambo mengi tofauti ambayo hufikia watoto kwa njia tofauti. Kuna nyakati ambazo wanaweza kujifunza kuashiria na kusimamia hisia zao, wakati wanajifunza kufanya kazi pamoja, wakati wanajifunza kuheshimu watoto wengine, ikiwa ni pamoja na wale tofauti na wao, na wakati fadhili na hisia-mwenzi zinatolewa. Wazazi na walezi wanaweza kufanya kazi na walimu kugundua nguvu na udhaifu wa watoto wao na kujaribu kuunganisha masomo haya nyumbani. Kwa upande mwingine, watu wazima wanaweza kujaribu kufanya SEL, ambayo sisi sote tunaweza kufaidika nayo baada ya miaka michache iliyopita. Tunaweza kufanya muda wa kuzungumza juu ya kuweka alama na kusindika hisia zetu na watoto wetu, mbaya na nzuri, na kufanya kazi juu ya kujidhibiti na upinzani. Tunaweza pia kuzungumza juu ya njia zote ambazo mahusiano yetu mazuri yanatufaidi na jinsi tunavyopambana kuungana kwa sababu ya janga hilo pia. "Kwanza, hii si kuhusu uwezo wa binadamu wa kukamilika, ""Kamenetz alisema, ""lakini ukweli kwamba hizi ni ujuzi ambao tunafanya kazi katika maisha yetu yote." "Today's ""News"" - Cable News Network, Inc. - Habari za Habari za Cable, Inc. - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - ""News"" - "" - "" - "" - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Haki zote zimehifadhiwa.