<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/ 13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12 699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.</p></abstract>

This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/ 13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12 699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.

Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

Associate professor in Clinical psychology, University of Latvia, Department of Psychology, Jurmalas gatve 76, Riga, LV-1083, Latvia

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable...

Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

Publicado en línea: 28 jun 2016

Páginas: 57 - 68

DOI: https://doi.org/10.1515/jtes-2016-0005

Palabras clave
social emotional learning, sustainability, schools, emotional competence, social competence

© by Baiba Martinsone

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

Publicado en línea: 28 jun 2016

Páginas: 57 - 68

DOI: https://doi.org/10.1515/jtes-2016-0005

Palabras clavesocial emotional learning, sustainability, schools, emotional competence, social competence

© by Baiba Martinsone

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Palabras clave
social emotional learning, sustainability, schools, emotional competence, social competence