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Supporting communities across different contexts to promote social and emotional learning
Jukes, M. (2020). Supporting communities across different contexts to promote social and emotional learning. In W. Millard, & J. McIntosh (Eds.), Social and Emotional Learning and the New Normal: A summary of The Centre for Education and Youth and STiR Education’s Roundtable, with accompanying expert thinkpieces (pp. 21-22). The Centre for Education and Youth. https://cfey.org/wp-content/uploads/2020/08/Social-emotional-learning-report-A4-digi.pdf
In order to promote social and emotional learning (SEL) in different contexts we need to understand how different SEL competencies are interpreted around the world, and the role they play in helping children thrive in each context. Very little research has been conducted outside WEIRD (Western, Educated, Industrialised, Rich, Democratic) societies40. Research from anthropology41 and developmental psychology42 suggests most societies can be characterised as being on a continuum between small-scale, rural, agricultural societies and WEIRD societies. WEIRD societies value independence, self expression, curiosity, and extraversion. Individuals in these societies are more likely to try to stand out and be unique, to compete with others, have more self-esteem, and focus on the self and internal feeling states. By contrast non-WEIRD societies value respect, obedience, social responsibility and fitting in. Individuals in these societies are more likely to be shy, to cooperate with others, and to focus on and empathise with others.
