Social and Emotional Learning Infused Programs in Adversity Contexts

Research has demonstrated repeatedly that emotions are strongly connected to learning and that children who receive social and emotional learning (SEL) instruction are more connected to teachers and school, more engaged in learning, more motivated to learn, more well- behaved and less likely to engage in risky behavior, and able to perform better academically. This paper will review the areas of SEL programs that have been proven to be effective and determine how these interventions could be best piloted and sustained in conflict-affected countries or contexts. Key questions in include: What is the role of classroom climate and teacher training in SEL programming? How can SEL be culturally relevant and adapted to different contexts? How should SEL How can SEL be operationalized and implemented in education systems so that SEL is sustainable? While the positive impact of SEL on learning outcomes is quite known in the developed worlds of the United States, evaluations on SEL programs in low-resource, conflict-affected countries have been scarce. The paper will first examine recent evidence of the effectiveness of SEL programs through a review of impact evaluations and case studies that are statistically robust and believed to be relevant and adaptable to other contexts. A few promising practices in conflict-ridden settings will also be highlighted.