The Role of Social-Emotional Learning in Comprehensive Student Development: A Case Study of Educational Transformation in Singapore
Abstract
In the context of globalization and rapid advancements in information technology, traditional education models are no longer sufficient to meet modern society’s demand for well-rounded talents. As a paragon of educational innovation, Singapore has implemented Social-Emotional Learning (SEL) programs aimed at comprehensively enhancing students’ overall development. This paper explores the positive effects of SEL on students’ academic performance, mental health, interpersonal relationships, and social skills, using Singapore as an example.
It also provides specific recommendations for implementing SEL to maximize its benefits for holistic student development.
Keywords
Full Text:
PDFReferences
CASEL. (2003). Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs.
Collaborative for Academic, Social, and Emotional Learning.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social
and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Elias, M. J., & Haynes, N. M. (2008). Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban
Elementary School Children. School Psychology Quarterly, 23(4), 474-495.
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and Emotional Learning Programs: A Conceptual
Framework. In Handbook of Social and Emotional Learning: Research and Practice
DOI: http://dx.doi.org/10.18686/eer.v2i4.4485
Refbacks
- There are currently no refbacks.
