Quantitative Phase: Questionnaire.
3.2. Purpose of social and emotional education The first question asked in the survey was open ended: ‘What
3.2.3. What is the purpose of SEE? Preparing students for the future.
The least mentioned purpose of SEE was socio-political in nature: preparing students for the future (work and life), creating citizens, and improving society as a whole. Again, there was large cross-cultural variation in the answers with the frequency with which the sub-themes were mentioned summarised in figure 3.5.
Equip for the future: work and life
UK teachers were most likely to mention preparation for the future at 32%, with the majority of these discussing preparation for the future workplace, compared to Spain at 21%, Sweden at 16% and Greece at 7%. It was more common in the UK, for example, to find teachers speaking of the need to equip students for future relationships: “ Preparation of children for social and emotional interaction as adults ”, compared to the other countries where teachers more commonly spoke about the application of social and emotional skills in the here and now, to “ Improve relationships of students with their peers. ” Such a contrast between present and 31 future also influenced the way physical space was discussed -
whereas UK teachers discussed how SEE “ Prepares them [students] for life outside, ” and to “ Face the challenges of the real world ”,
responses from the other countries had no division between the rest of society and the classroom, “ School is a micro-society, where many of the relationships that occur at the macro level (in society) occur. ” 32
31 Mejorar las relaciones de los alumnos con sus iguales
32 La escuela es una microsociedad, donde se dan muchas de las relaciones que se dan a
Figure 3.5. Frequency of responses (%) involving socio-political themes in answering: What is the purpose of SEE?
Many UK teachers specifically replied that the role of SEE is to prepare students for future employment, be it “ To prepare students for social and work based relationships ,” or to prepare students to begin to share a workplace with other people, “ There are some situations that students find themselves in at school that don't
happen at home but could happen in the workplace (eg: working with someone that they don't like but have to get along with for a task.) ” Creating citizens, instilling democratic values
As John Dewey wrote, ‘Democracy has to be born anew every generation, and education is its midwife’ (1916). Many teachers when discussing the role of SEE saw it as a means of creating a new
generation of citizens, especially so in Greece: “ The purpose is to assist in the regeneration of healthy individuals who will become active, thoughtful, worthy and, above all, happy people and citizens. ”
Greece and Sweden had similar responses about the need to 33
create citizens, with 24% and 23% of teachers respectively. Whilst
33 Ο σκοπός τους είναι να βοηθήσει στην ανάπλαση υγειών ατόμων που θα γίνουν ενεργοί,
Spain had slightly less at 19%, the UK had less than half of Greece with 11%. Although the percentage of responses in Sweden and Greece were about the same, it was Greek teachers who added an extra stipulation: teaching to be active citizens ( ενεργός πολίτης ), whereas the Swedish teachers - like in the UK - talked about the need for responsible, empathetic, good and happy citizens.
Spanish teachers - like the Greeks - also emphasised the need for participation, for example: “ The training of persons in a comprehensive manner, critical citizens, responsible, participatory, ultimately, [people] with values; where emotion is the engine of growth and learning, ” and “ To have a life as happy and full as 34 possible, as well as an active participation in their social environment that promotes changes. ” The topic of citizenship was the only point 35 at which teachers mentioned policy in responses about the purpose of SEE, Swedish teachers especially: “ The curriculum is clear in its instructions, which build on human rights and the UN Convention on the Rights of the Child. Children and pupils must learn, and accept, the fundamental values of democracy and equality .” Even the right 36 to be taught SEE was described by some Swedish teachers within the context of democratic rights, “ It is an issue of democracy.
Everyone should have the right to develop their emotional and social skills in a democratic society .” 37
34 La formación de personas de forma integral, ciudadanos/as críticos/as, responsables,
participativos/as, en definitiva, con valores; donde la emoción sea el motor de aprendizaje y crecimiento
35 Para alcanzar una vida lo más feliz y plena posible, así como una.implicación activa en su
medio social que promueva cambios
36 Uppdraget är tydligt i läroplanerna som bygger på mänskliga rättigheter och
Barnkonventionens artiklar. Barn och elever ska utveckla demokratiska värderingar och allas lika värde
37 Det är en demokratifråga. Alla ska ha rätt att träna sina emotionella och sociala
Improve society
This was the least mentioned purpose of SEE, with 7% of Greek teachers, 6% of Spanish, 5% of Swedish and 1% of UK
teachers. A common theme in this section was also that conditions in the country as a whole were worsening: as one Spanish teacher put it, the purpose of SEE is to “ Educate to create a better world than it is today, that truth be told, frightens me more every day .” 38
Summary table of teachers’ responses
A summary of teachers’ responses as to the purpose of SEE is summarised in Table 3.2 below.
38 Educar para conseguir un mundo mejor que el actual, que la verdad cada dia me dá más
Table 3.2. What is the purpose of SEE? Summary of teacher responses from the questionnaire.
Theme Sub-theme Teacher responses
Intra- personal skills: Improve students’ relation- ship to emotion Coping with negative emotion
“To equip students with the information and skills required to deal with emotional distress”
Experience more positive states of mind
“Positive attitude, knowing how to generate it” 39 “Give them the tools and skills to be happy” 40 “For the individual to have the best conditions for happiness” 41 Normalise and understand the spectrum of feelings
“Have healthy access to their full range of emotions” “Reduce stigma around emotional difficulties” “Get children to connect with their emotions and the emotions of others, to learn to feel” 42
“Not to be afraid of their emotions” 43
Appropriate expression of feeling
“To help children understand their own emotions and how they make them react in different ways”
“Teach how to identify and manage emotions to act in the most effective way” 44
“Reduction of aggressive behaviour” 45
Emotional
maturity “Understand their emotional development” “Understand the emotional changes they have to
endure during adolescence” 46
Benefitting from emotion
“That students get to know themselves through their emotions. That emotions serve to improve you as a person, to understand more about others and are a fundamental aspect of their learning” 47
“Improve personal strategies and channel emotion” 48 “To manage their emotions in such a way as to enrich their learning but also to develop social interactions” 49
39 Actitud positiva, saber generarla
40 Darle las herramientas y habilidades para que sea feliz 41 Οι ιδιοι να εχουν καλυτερες προϋποθεσεις ευτυχιας
42 Conseguir que los niños conecten con sus emociones y las de los demás, que aprendan
a sentir.
43 A no tener miedo de sus emociones
44 Enseñar a identificar y gestionar las emociones para poder actuar de la manera más
efectiva (dentro de la situación dada)
45 Μείωση επιθετικής συμπεριφοράς
46 Comerender los cambios emocionales que sufren durante la adolescencia
47 Que el alumnado se conozca a sí mismo mediante sus emociones. Que esas emociones
sirvan para mejorarle como persona, pueda entender más al otro y sean un aspecto fundamental en su aprendizaje.
48 Mejorar las estrategias personales y canalizar las emociones
49 Να χειρίζονται τα συναισθήματα τους με τρόπο τέτοιο ώστε ώστε να πλουτίσουν τη
Table 3.2. What is the purpose of SEE? Summary of teacher responses from the questionnaire (contd.)
Theme Sub-theme Teacher responses
Intra- personal skills: Know thyself Self-
acceptance “That they can and dare to be themselves”
50 “To achieve that children grow up accepting themselves as they are” 51
“Acknowledging their [own] strengths and weaknesses”
Self-worth “Strengthening the self-worth of the person, which consequently changes their conduct and reaction to different people and ideas” 52
“Defined self-esteem” 53
Self-
autonomy “Enable the development of the individual as an autonomous person” 54 “Independence”
“To allow children to develop their own identity”
Self-respect “To be respected for who one is” 55
Self-
awareness “Reflect on their own inner lives” Intra-
personal skills: Manage Adversity
Resilience “To help students develop resilience to deal with challenges presented”
“To be emotionally resilient and be successful in life” “To enable students to be resilient and face barriers in education and beyond”
Stress manage- ment
“To help support children & young adults to cope with the stresses of everyday life”
“Combat stress and negative emotions” 56
Conflict
resolution “To give tools to be able to cope with adverse situations to achieve their well-being” 57 “Social and emotional education teaches children strategies to deal with difficult situations”
“Acquire the necessary tools to handle personal and social conflicts” 58
“Preventing conflicts and problems” 59
“Be aware of times they may need to seek help”
50 Att de får och vågar ta plats.;
51 Conseguir que los niños crezcan aceptándose como son
52 Ενισχυση της αυτοεκτιμησης του ατομου με συνεπεια την αλλαγη της συμπεριφορας του
απεναντι σε διαφορετικους ανθρωπους και ιδεες
53 Autoestima definida
54 Permitir la construcción del individuo como ente autónomo 55 Ser respetados en lo que cada uno es;
56 Combatir el stress y las emociones negativas
57 Dotarle de herramientas para que sea capaz de hacer frente a situaciones adversas para
lograr su bienestar
58 Adquirir las herramientas necesarias para manejar los conflictos personales y sociales. 59 Förebygga konflikter och problem
Table 3.2. What is the purpose of SEE? Summary of teacher responses from the questionnaire (contd.)
Theme Sub-theme Teacher responses
Manage Adversity (contd.)
Problem
solving “Train students to solve problems appropriately”
60 “Their armament against the difficulties of life, the management of problems they face” 61
Inter- personal skills: Under- stand others Sense of
belonging “Provide students with tools that allow them to know themselves and others, and relate to society” 62 “To allow them to understand their environment they live in”
Diversity
and respect “To help students handle and understand individual differences they meet” 63 “The creation of a climate of mutual respect, understanding and acceptance of the differences within the classroom” 64
“Social and cultural awareness” 65
“To develop understanding and empathy among children of different backgrounds”
Understand others’ emotions
“To read others emotions and respond positively” “Be able to understand others emotions in order to reduce conflict”
“Improve the identification of one's own and others' emotions, learn to put oneself in another's place” 66
Awareness of others’ needs
“Understanding and accepting the needs of others” 67 “To know yourself better and enrich relationships by learning to know others better” 68
“To teach children how to show consideration and respect for other people” 69
Empathy “Empathise with the person next to them.” 70
60 Capacitar al alumnado a resolver problemas de forma satisfactoria
61 Ο οπλισμός του απέναντι στις δυσκολίες της ζωής, η διαχείριση των προβλημάτων που
αντιμετωπίζει.
62 Dotar a los alumnos con herramientas que permitan conocerse a sí mismos a los demás y
por lo tanto relacionarse en sociedad
63 Swedish teacher’s response in English
64 Η διαμόρφωση ενός κλίματος αμοιβαίου σεβασμού ,κατανόησης και αποδοχής των
ιδιαιτεροτήτων του μέσα στην σχολική τάξη.
65 Swedish teacher’s response in English
66 Mejorar la identificación de las emociones propias y ajenas, aprender a ponerse en el
lugar de otro.
67 Förståelse och acceptanden för andras behov och uttryck
68 Conocerse asi mismo mejor y enriquecer las relaciones al aprender a conocer mejor
también a los demás
69 Att barnen blir medvetna om hänsyn och respekt mot andra människor 70 Enseñarlos a empatizar con el que tienen al lado
Table 3.2. What is the purpose of SEE? Summary of teacher responses from the questionnaire (contd.)
Theme Sub-theme Teacher responses
Inter- personal skills: Form positive relation- ships
Social skills “Provide students with the ... communication skills necessary to be able to function in a social group” 71 “The ability to listen, communicate, be sensitive to certain issues, to care, be kind, to respect” “Raise their awareness to gradually improve their communication skills” 72
Improve co-
existence “Make our students socially and emotionally competent, helping them to be happier and to be
able to make those around them happier” 73
“Developing skills that allow proactive relationships” 74
“Live in harmony with oneself and with others” 75 “Meaningful interaction, both on an individual as well as on a collective level” 76
Assertiven-
ess “Learn to solve problems through dialogue and consensus” 77 “Empowering people to resolve conflicts in the best way possible for all” 78
“For students to be capable of fitting into groups so that they can collaborate in order to solve their various problems” 79
Solidarity “Become empathetic, show solidarity, be good friends, active, critical, participate” 80
“...Their active participation in this [society] and in smaller social groups” 81
“To become a considerate friend and have a common set of values” 82
“Be aware of times they may need to seek help for self or others”
71 Proporcionar al alumnado ... las habilidades de comunicación necesarias para poder
desenvolverse en un grupo social.
72 Ώστε να ευαισθητοποιηθούν βελτιώνοντας σταδιακά δεξιότητες επικοινωνίας
73 Hacer que nuestro alumnado sea competente desde el punto de vista social y emocional,
ayudándolo a ser más feliz y a ser capaz de hacer más felices a los que le rodean . 74 Desarrollar habilidades que permitan relacionarse de manera proactiva
75 Vivir en armonía con uno mismo y con los demás
76 Η ουσιαστική αλληλεπίδραση τόσο ατομικά όσο και σε σχέση με τους υπόλοιπους 77 A prenda a solucionar los problemas a través del diálogo y el consenso.
78 Capacitando a las personas para resolver conflictos de la mejor forma posible para todos. 79 Να είναι ικανοι οι μαθητες/τριες να εντασσονται σε ομαδες ωστε να μπορουν να
συνεργαζονται για να επιλυουν τα διαφορα προβληματα τους
80 Llegar a ser empaticxs, solidarios, buenxs compañerxs, activxs, criticxs, participativxs.... 81 Την ενεργή συμμετοχή του σε αυτήν και σε μικρότερες κοινωνικές ομάδες.
Table 3.2. What is the purpose of SEE? Summary of teacher responses from the questionnaire (contd.)
Theme Sub-theme Teacher responses
Teaching Aid: Facilita- ting learning Access
learning “It is the keystone for all other learning” “To impact on learning by developing a positive
mindset”
Meeting student’s emotional needs
“I believe that feeling safe and secure and being able to participate in a social context is crucial to facilitate learning” 83
“Until a child feels happy and secure within our nursery school they cannot begin to learn and their SE skills are an essential part of this”
“Do not leave emotions isolated from knowledge” 84
Individual- ise the learning experience
“Students learn more when they feel more involved in the process” 85
“Educating people in a comprehensive manner, taking into account their personal circumstances and not just introducing academic knowledge” 86 “Involve students in a personal way, making their own experiences a means of internalising learning instantly” 87
Removing barriers to learning
“PSHE [Personal, Social and Health Education] underpins all education. If children are not happy, secure and able to relate to others, it affects their learning adversely”
“To ensure that all barriers to learning are removed enabling pupils to make progress and succeed”
Teaching aid: Socialis- ation Providing resources and tools
"Resources and strategies to facilitate everyday situations in life" 88
“Provide tools, resources and skills to children to have better social and personal wellbeing” 89 “That pupils are provided with the right tools to better handle and interact with the outside world” 90
83 Jag menar att känslan av att vara trygg, delaktighet och att finnas i ett socialt
sammanhang är mycket viktig för all inlärning
84 No dejar las emociones aisladas de los conocimientos
85 Att eleverna lär sig mer då de känner sig mer delaktiga i processen
86 Educar a las personas de una manera global, teniendo en cuenta las circunstancias
personales y no únicamente introduciendo conocimientos académicos
87 Involucrar al alumno de manera personal, haciendo de sus propias experiencias un
aprendizaje interiorizado casi al instante en sí mismo
88 Recursos y estrategias para facilitar las situaciones cotidianas de la vida
89 Proporcionar herramientas, recursos y habilidades a los niños para tener mejor bienestar
social y personal.
Table 3.2. What is the purpose of SEE? Summary of teacher responses from the questionnaire (contd.)
Theme Sub-theme Teacher responses
Teaching aid: Sociali- sation (contd.) Develop-
ment “Help people achieve a good personal and social development” 91 “Full development of the person” 92
“The development of all aspects of personality” 93 “Complete the person” 94
“The shaping of a future adult” 95
“The integration of students' personality”96
Integration
into society “The smooth socialisation of the child, in order to integrate them without problems into the wider
community” 97
“The inclusion of the individual in society” 98
Supporting
students “To accompany our students in their development and offer them a comprehensive training” 99 “Help students in their socialisation” 100
“To empathise better with students and to motivate them in their work” 101
“To improve the quality of life of the children” 102 “The psychosocial support of students” 103
“To listen to and have a constant positive outlook and rapport with the pupils” 104
Teaching aid: Support- ing wellbeing and mental health Mental health awareness
“To ensure that the wellbeing of all is considered and that mental health needs are on a par with physical and educational needs”
“It is the promotion of mental health and wellbeing of students in the school community” 105
“More and more young people have mental health issues, which is something we as a school are trying to address” 106
91 Ayudar a las personas a lograr un buen desarrollo personal y social 92 Desarrollo pleno de la personas
93 El desarrollo de todos los aspectos de la personalidad 94 Completar a la persona
95 Η διάπλαση ενός μελλοντικού ενήλικα
96 Η ολοκλήρωση της προσωπικότητας των μαθητών
97 Η ομαλη κοινωνικοποιηση του παιδιου, ώστε να ενταχθεί χωρίς προβλήματα στο ευρύτερο
κοινωνικό σύνολο
98 La inclusión del individuo en la sociedad
99 Acompañar a nuestros alumnos en su desarrollo y ofrecerles una formación integral 100 Ayudar a los alumnos a desarrollar su socialización
101 Empatizar mejor con los estudiantes y motivarles en su trabajo
102 Ayudar a alumnos con necesidades afectivas y faltos de habilidades sociales 103 Η ψυχοκοινωνική υποστήριξη των µαθητών
104 Lyssna och vara uppmärksamt på samt ha en ständig positiv och trevlig hållning
gentemot eleverna.
105 Είναι η προαγωγή της ψυχικής υγείας και ευεξίας του μαθητή στη σχολική κοινότητα 106 Allt fler unga människor dåligt psykiskt vilket vi i skolan försöker möta
Table 3.2. What is the purpose of SEE? Summary of teacher responses from the questionnaire (contd.)
Theme Sub-theme Teacher responses
Socio- political: Creating citizens Promoting active participat- ion
“To make aware, responsible and active citizens” 107
Instilling democratic values
“We are expected to teach democratic values and equality in all subjects” 108
“Shape tomorrow's citizens where they will have an increased sense of justice in society” 109
“To help them become fulfilled, empathetic citizens in a global democratic world” 110
Socio- political: Improve society
Peace “To live together in peace and be able to understand other ways of feeling or thinking” 111
“Teach to know and regulate our emotions to live in peace, avoiding conflicts” 112
Justice “Develop awareness and empathy to improve justice and coexistence, within a respect for their
surroundings” 113
“Acceptance of socially excluded groups and collaboration of students regardless of
socio-economic level, identity and appearance” 114 “Modelling a just and consistent society”
Sociability “A modern society has to tend to be more humane and social. Knowing and 'working' on emotions from childhood will help meet the requirement we all share to be happier. This has an impact on the society or should do so.” 115
“Teaching the pleasure of sociability that is a foundation of productive civilisation”
107 Να κάνει ευαισθητοποιημένους, υπεύθυνους και ενεργούς πολίτες. 108 Swedish teacher’s response in English
109 Διαμορφώσει τους αυριανούς πολίτες όπου θα έχουν αυξημένο το αίσθημα δικαίου στην
κοινωνία.
110 Att hjälpa dem bli lyckliga, empatiska medborgare i en global demokratisk värld. 111 Convivir en paz y poder entender otras maneras de sentir o pensar
112 Enseñar a conocer y regular nuestras emociones para convivir en paz, evitando los
conflictos
113 Desarrollar conciencia social y la empatía para conseguir mejorar la justicia y la
convivencia,dentro del respeto a el entorno.
114 Ενσωμάτωση αποδοχή κοινωνικά αποκλεισμένων ομάδων και συνεργασία των μαθητών
ανεξαρτήτως επιπέδου κοινωνικοοικονομικής ταυτότητας και εμφάνισης
115 Una sociedad moderna ha de tender a ser más humana y social.Y conocer y trabajar las
emociones, desde la infancia ayudará a cumplir un requisito que todos buscamos ser más felices. Esto repercute en la sociedad o debería hacerlo.