Three challenges identified by the Department of Higher Education in South Africa are poverty, unemployment and inequality. These social challenges emphasize the need for social support within communities. Unstable fragmented family life leaves children with little social support and limited role models. Unfortunately, crime and violence occur often in many South African schools. Schools have been identified as important places to curb the negative impact of prevalent violence. Specifically, two protection factors, that build resilience have been suggested namely, supportive relationships with significant others; and, growing up in a safe social environment. Social and Emotional Learning (SEL) skills are fundamental to promoting resilience in young people, especially those who are making the transition from secondary school into tertiary education and training, and the world of work. Collaborative for Academic, Social, and Emotional Learning (CASEL) list five core competencies – self-awareness, social awareness, self-management, relationship management and responsible decision-making.
This presentation will describe the initial stages of a collaborative international study. The aim of the study is to examine teachers’ perceptions of social and emotional learning (SEL) skills, and how these skills are used personally and professionally to bolster resilience in young people. Qualitative questionnaires were used to collect data from a purposive sample of educators working with disenfranchised learners. Emerging themes were identified and coded. Meaning was made of the data through an iterative process. Lessons learnt from the research process and preliminary findings will be discussed.
