Social and emotional learning (SEL) is the process through which individuals acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (The Collaborative for Academic, Social, and Emotional Learning, 2005). When teachers, guidance counsellors, school leaders other school personnel, and other stakeholders are aware of the SEL competencies of a learner, they can further provide ways to build positive interactions within the classroom and school climate, foster achievement behaviors like managing thinking, emotion, grades, prosocial behaviors and self-regulation.

 

This Social and Emotional Learning Scale (SEL-S) is used to determine the learners’ ways to manage their emotions, strategies to learn, prosocial skill, respect for others, confidence, perseverance and mindset. The factors measures by the SEL-S are emotional regulation, cognitive regulation, social skills, public spirit, and identity and agency.

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Why do we need to assess learners’ social and emotional learning?

• Integrating the social and emotional learning competencies in the curriculum, guidance program, and extra-curricular activities fosters the holistic growth of each child in many aspects.

• Learners that are supported in their social and emotional growth are those that achieves well in school, make better decisions, solve real world problems, and empowered.

• Determining the strengths and weaknesses of a learner on specific social and emotional factor provides teachers on appropriate ways of communicating, processing, and understanding each learner.

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Uses of the results:

• Inform student guidance and advising programs to help students to become better learners.

• Provides information in assisting students having difficulties in their social skills.

• Information can guide counselors on the social and emotional skills needed by learners.

• Learners can become aware of their strengths and weaknesses and use the information to improve the areas they are weak at.

• Focus the homeroom programs to foster social and emotional learning.

 

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