This guide can be used independently, but also—and preferably—in conjunction with existing educational programmes, monitoring systems, early identification and interventions aimed at supporting social-emotional development. This guide for teachers was developed on behalf of the Collaborative Health Funds (SGF).

Previous research by SGF among a large group of teachers showed that teachers need practical tools that can help them on a daily basis to promote the social-emotional development of their students preventively. Many teachers felt that an accessible and practical support tool that could be used for this purpose from day to day was missing.

Findings

These were the authors’ four main findings:

  • Paying attention to social-emotional development and well-being is not about responding to incidents, but about preventively building a positive environment.
  • Strengthening students’ social-emotional development and well-being cannot be captured in a single method or intervention, or in a single moment of the day.
  • Skills are not learned from paper, and without space, time and peace of mind for the teacher, there is little chance that practical tools will truly help.
  • Attention to social-emotional development and well-being is not solely a matter between the individual student and teacher.

Six circles

These insights and conclusions led to what the authors call ‘the six circles of influence on social-emotional development and well-being’. Think of them as circles in the water of a pond, with the teacher as a stone causing ripples that influence all the circles.

1. Teacher well-being: make sure that, as a teacher, you feel good and know what role you play regarding the social-emotional development and well-being of your students. This will enable you to increase your positive influence.

2. Social-emotional development and well-being of the individual student: recognise the strengths and opportunities in the social-emotional development of every student.

3. Group dynamics in the classroom: create a classroom that offers a promising and safe environment for every child.

4. Professional learning environment (team): work with the team towards a preventive, proactive and learning-oriented attitude. Continue to generate attention for the topic, continue to consult with one another and create a safe atmosphere within the team where there is room to be open with one another.

5. Positive pedagogical school climate: ensure that attention to social-emotional development and well-being is reflected throughout the school, supported by all colleagues and students.

6. Environmental context: neighbourhood characteristics, social factors, home situation, care structures outside the school, such as youth work

Download the guide here.