Interpretation of the CASEL Framework and its Application to foster Socio-Emotional Learning in School Children from Kindergarten to Grade X By Dr. Vidhya Satish and Ms. Kalyani Arumugam


Education and human development both include social and emotional learning (SEL). In order to develop healthy identities, manage emotions, accomplish personal and group goals, feel and demonstrate empathy for others, build and maintain supportive relationships, and make caring decisions, all young people and adults must go through the SEL process.  Research has shown that SEL-focused education has a positive impact and leads to a favourable effect on a variety of outcomes, including academic performance, good relationships, mental wellbeing, and more. The CASEL Framework is one of the commonly used SEL frameworks developed by the Collaborative for Academic, Social and Emotional Learning (CASEL). The five core SEL competencies of Self-awareness, Self-management, Social awareness, Relationship skills and Responsible decision making are supported within varying contexts where SEL can occur which includes classrooms, schools, families and caregivers and communities.  The present paper examines the role of a school from Kindergarten to Grade X with respect to interpreting the CASEL framework and applying its core competencies to facilitate holistic learning in children of a School affiliated to Maharashtra Board of Secondary Education – the SIES High School, Matunga, Mumbai, India. SEL is transformative in nature.  Research suggests that that Social and Emotional skills are key to future success in an individual.  The fact that they are malleable accentuates the need for understanding, interpreting and applying these core SEL competencies by the school along with its other stakeholders.

Keywords: socio-emotional learning, CASEL framework, education

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