I refer to the commentary, “How to help children develop social-emotional intelligence and resilience” (Nov 3) and the news report, “Teen says bullying led her to try suicide; MOE admits school lapse but ‘effective disciplinary action’ then taken” (Dec 18).

After working with students with dyslexia for a few decades, the Dyslexia Association of Singapore (DAS) noticed that children with special educational needs can go on to achieve great success in life.

But if the challenges they face are not addressed, they tend to develop negative self-esteem arising from constant struggle and failure, despite receiving support and encouragement. 

This could hinder learning and academic achievement. Over time, the negativity could cause psychological issues such as anxiety and depression. 

Many of these children also face issues with social relationships including peer rejection, struggles with interpersonal interactions and difficulties in reading non-verbal and unobtrusive meaningful gestures.

A recent DAS study revealed that students with special educational needs were bullied and commonly excluded from social activities due to their passive nature and low self-esteem.

Such findings indicate a need for social emotional intelligence and resilience training in schools and at home.

Social-emotional learning (SEL) is a behavioural framework that encompasses several skills that can help a student understand and manage their emotions and socialise better, in order to attain certain academic and life achievements. 

It provides a foundation for safe and positive learning; and enhances one’s ability to succeed in school, career and life.

A study in 2011 and another in 2015 from the United States showed that incorporation of SEL helped students improve in academic areas, social interplay and social outcomes when they are older.

Here are some possible ways for educators to include SEL in Singapore:

• Journal writing – Prompt students through daily journals to reflect on social-emotional skills and discuss their reflections in class

• Read-alouds – Spend time talking to them about the emotions and thoughts of characters in books to increase awareness

• Group-work – Encourage and facilitate group work and discussions to develop their negotiation and leadership skills while identifying their strengths

• Talk-time – Provide opportunities for interaction, brainstorming and solving problems to build understanding and confidence

• Encourage reflection – Encourage students to reflect on their progress after completing a task or project

A survey conducted by Edweek Research Centre in the United States revealed that after employing teachers who have SEL training, students in Andover public schools near Boston displayed a stronger sense of connection to the school community and the schools became a more positive and conducive environments for learning

Schools under Singapore’s Ministry of Education have also implemented SEL skills through Character and Citizenship Education within the broader context of values learning and application.

Studies have shown significant improvement in SEL skills among students, especially in self-awareness, social awareness, responsible decision-making skills and relationship management.

It is crucial to begin SEL in early childhood in both family and school settings. 

To encourage inclusiveness in our society, educators could re-evaluate their policies, practices and structures to incorporate SEL to ensure adequate support for students with special educational needs.

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