Learning to be project research progress report

Abstract

Even though there is some evidence about successful implementation of the international Social and Emotional Learning (SEL) programs to the national context (Cefai, Bartolo, Cavioni, Downes, 2018; Gol-Guven 2016, 2017; Matischeck-Jauk, Krammer & Reicher 2018; Talvio, 2014; Talvio, Berg, Litmanen, & Lonka, 2016), some meta-studies on the effectiveness of SEL education programs point out difficulties in transporting educational practices and materials across different countries and stress out the importance to examine cultural factors that influence the effectiveness of SEL education (Wigelsworth et al., 2016). Therefore, the project Learning to Be, attempted to examine different SEL assessment methodologies in practice in five different European countries aiming to develop a comprehensive and relevant model that would enable positive changes in education policies across Europe. The project is to highlight the necessity to develop positive social and emotional skills among pupils by offering teachers practical assessing solutions on how social and emotional learning could be integrated into existing education systems and providing policy recommendations for supporting social, emotional learning at schools.