Barriers to the Implementation of Social Emotional Learning Programs: The Point of View of Urban and Rural School Teachers

Introduction

Educational institutions need to be able to anticipate the needs of the changing labor market and provide students with an adequate set of skills and competences to participate in the digital transformation of economies and societies. Most of the jobs which are anticipated to expand until 2025 require at least a moderate level of digital skills combined with strong social emotional (non-cognitive) skills (Gonzalez Vazquez et al., 2019). Smit et al. (2020) also show that the demand for technological, social and emotional skills is expected to grow in the world.

Studies carried out by scientists show that pupils with a lack of social and emotional skills are exposed to antisocial behavior, are more violent and engaged in criminal activities more often. Furthermore, they are at a higher risk of experiencing learning difficulties, leaving school without acquiring professional skills or being awarded a maturity certificate, which leads to reduced employability (Cefai et al., 2018; Malinauskas & Malinauskiene, 2021; Taylor et al., 2017; Weissberg et al., 2015). Social problems and development of social emotional skills in schools are mostly covered by various prevention/intervention programs. Rather than addressing individual problems through multiple fragmented programs (e.g., violence, bullying, substance use), universal SEL addresses the complex demands of growth and development by offering a general prevention and promotion approach through school-based programming (Oberle & Schonert-Reichl, 2016). The targeted goals of SEL programs – enhance positive social behaviors and academic success and reduce problem behaviors and emotional distress in students (The Collaborative for Academic, Social, and Emotional Learning (CASEL), 2015).

A burgeoning number of SEL programs have been developed, implemented, and tested over the past two decades. Evidence across many studies support the many benefits conferred to children and adolescents through participating in SEL programs, including an increase in self-esteem and achievement, improved relationships and well-being and decreases in behavior problems, drug use and emotional distress (Clarke et al., 2015; Domitrovich et al., 2017; Durlak et al., 2015). The effectiveness of SEL programs is confirmed by longitudinal studies conducted in various countries (Low et al., 2019; Taylor et al., 2017; Wiglesworth et al., 2016). In addition, many SEL programs now incorporate relevant adaptations in order to meet student needs and make the programs more attractive to them.

Teachers play an important role as creators and implementers of an inclusive learning environment at school. Nevertheless, many teachers are still experiencing barriers in the development of students’ social and emotional skills in schools and classrooms. Barriers include lack of resources (e.g., financial budget, material), administrative support and training and guidance (Oberle et al., 2016), lack of time due to pressures of the regular classroom curriculum, lack of parental support/involvement (Cefai & Askell-Williams, 2017; Durlak, 2015), lack of knowledge and skills, limited expectations, negative attitudes or beliefs (Domitrovich et al., 2015; Schonert-Reichl, 2017), lack of social emotional competencies and poor emotional well-being of teachers (Ferreira et al., 2020).