Укр
ENG
HomeProjectsProspects of Social and Emotional Learning in NUS

Prospects of Social and Emotional Learning in NUS

Analytical overview "Opportunities for the implementation of social and emotional learning in the NUS reform" is a document that clearly shows the current state and further opportunities for the introduction of social and emotional learning within the reforming school education in Ukraine. It is of value to both teachers and educational leaders, as it not only explain the current state of affairs in the education system, but also clearly shows what is the social and emotional learning (SEL), as well as its key implications for the development of the Ukrainian education system.

Analytical overview “Opportunities for the implementation of social and emotional learning in the NUS reform” is a document that clearly shows the current state and further opportunities for the introduction of social and emotional learning within the reforming school education in Ukraine. It is of value to both teachers and educational leaders, as it not only explain the current state of affairs in the education system, but also clearly shows what is the social and emotional learning (SEL), as well as its key implications for the development of the Ukrainian education system.

  • Initiated by Institute for Leadership, Innovations and Development
  • Implementation period: 2020-2021
"We all want happiness and success for our children. We all want healthy relationships, mutual respect and cooperation to prevail in society. To do this, the school should provide to children not only knowledge, but also soft skills, including resilience, ability to work in teams, solve complex problems and not succumb to difficulties. Social and emotional learning is a good tool that allows schools to do this. Unfortunately, teachers have not yet fully mastered it, though research shows that teachers are open to the new and ready to learn more"

Lilia Hrynevych,

the board chairwoman of Re:Osvita.

“Previously, it was believed that social and emotional skills children would almost automatically acquire when they go to school, just by the fact of studying. It is only in the past 10-20 years the world has begun to realize that these skills also need to be developed. A person is not automatically empathetic, conscious, or kind. This is something we have to learn. And this is an area of growth for Ukrainian education,” -

Oleksandr Elkin,

Head of Board of EdCamp Ukraine

Leading scientists and educational managers were involved in the preparation of the study. For a precision of the results, a survey was conducted among the schools that participated in the pilot implementation of SEL in schools.
  • 92%
    of teachers surveyed within the study are ready to acquire and/or improve the previously acquired competencies, as well as appropriate methods, techniques, tools for the implementation of social and emotional learning.
  • 7%
    of the surveyed educators indicated that during the last 12 months they participated in one of the in-service training programs aimed at the full implementation of social and emotional learning in school, the development of social and emotional and ethical competencies.

The study has the following key parts:

DOWNLOAD RESEARCH "OPPORTUNITIES FOR THE IMPLEMENTATION OF SOCIAL EMOTIONAL LEARNING IN THE NUS REFORM"

Publications on the project