Exploring Teachers’ Perception and Practices About the Provision of Social-Emotional Learning at Primary Grades in Karachi, Pakistan

Abstract

The current study aimed to explore how teachers perceive the term Social Emotional Learning (SEL) in primary grades. This research also explored the practices of provision of SEL at schools from the lens of school heads and teachers. The research design adopted for the study was qualitative, and a purposive sampling technique was used to identify two school systems where SEL is taught formally as a subject in Karachi, Pakistan.  To collect the perceptions, practices, and experiences of SEL teaching, semi-structured in-depth interviews were conducted with the teachers and school heads from these schools. Tools used for the semi-structured in-depth interviews were reviewed by the schools’ educational psychologists. The findings indicate that teachers considered SEL as the driving force to ensure academic improvement and behavior management.  SEL is also found to improve the physical and mental well-being of the students. The practices adopted by the school for the provision of SEL include innovative teaching methodologies, curriculum designing and monitoring, professional development, assessment, parental involvement, and integration of SEL with different subjects. Overall, the factors found associated with the SEL in primary grades are embedding SEL in school culture, involvement of all stakeholders, encouraging the school environment, and implanting SEL competencies in the SEL curriculum.