For years, student performance in education has been declining, students have had unequal opportunities, and their mental well-being has been under pressure, the signatories state in a position paper. The coronavirus pandemic has made these problems even more visible. School is where children and young people grow up and develop, not only by learning to do arithmetic and write, but also by learning how to deal with themselves and others.
Better balance
According to the organizations, education focuses primarily on students’ cognitive development. Scientific research demonstrates the importance of a better balance between cognitive and social-emotional development. If social-emotional skills are given a place in the curriculum, teachers will have more time and opportunities to teach students about themselves and their relationships with others. This is a prerequisite for well-being, effective learning, health and equal opportunities for all students.
Societal responsibility
“There are many different ways to work on the well-being of children and young people,” says Chaja Deen of the Netherlands Youth Institute. “Including social-emotional skills in the curriculum is one of those ways. This appeal provides a sound scientific basis for doing so and therefore deserves serious attention. But there are also other ways to contribute to this. The quality of the pedagogical climate at school, attention to resilience and broad talent development are important elements, not only at school but also at home and in leisure time. A broad, coherent approach produces the best results. Contributing to well-being and reducing performance pressure is not solely the responsibility of education, but a broader societal responsibility.”
Read the position paper ‘Embedding social-emotional skills structurally in the curriculum: As a basis for well-being, effective learning, health and equal opportunities’ here.