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|a Schools as hubs for social and emotional learning
|h Elektronische Ressource
|b Are schools and teachers ready?
|c Organisation for Economic Co-operation and Development
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|a Paris
|b OECD Publishing
|c 2023
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| 300 |
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|a 17 p.
|c 21 x 28cm
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|a Portugal
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|a Education
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|a Korea, Republic of
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|a Finland
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|a China, People's Republic
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|a Colombia
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|a United States
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|a Canada
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|a Türkiye
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|a Organisation for Economic Co-operation and Development
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|a eng
|2 ISO 639-2
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|b OECD
|a OECD Books and Papers
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|a OECD Education Spotlights
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|a /10.1787/f6d12db7-en
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/f6d12db7-en
|x Verlag
|3 Volltext
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|a 370
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|a Schools are perfect hubs for social and emotional learning, but are they ready for this task? To address this question, this Spotlight reports previously unpublished findings from the OECD's Survey on Social and Emotional Skills (SSES) and discusses their implications for education policy and practice. Both an active promotion in schools and extensive learning opportunities for teachers on relevant topics provide a fertile ground for an effective social and emotional education. They boost teachers' self-efficacy and use of active learning pedagogies, as well as quality relationships at school. The Spotlight also points to important differences for teachers of 10- vs. 15-year-old students that can explain higher skills at a younger age. Younger students benefit more often from key elements of an effective social and emotional education in school, i.e. the evaluation of their social and emotional skills and teachers teaming up with parents to reinforce skill promotion. Teachers of 10-year-olds are also more intensively trained and requested to promote social and emotional learning in their work
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