Mark Barnett, Lead Educator at BSD Education, recently presented and attended the annual UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development conference. The event was aimed at solving big issues in education that gave Mark insightful takeaways from the conference about the most important trends in education that will propel us forward in the coming decade.
Looking back over the last 10 years of trends and movements in K-12 education, we have seen a rise in new technologies like Artificial Intelligence, Augmented Reality, Coding, Robotics and Makerspaces; with a heavy emphasis on building student agency with tech skills.
However, the trend that has evolved over the last 10 years which may be the most important of all doesn’t even involve tech. It is Social Emotional learning, empathy and what many call “soft skills development”. You may have even seen a shift to social emotional thinking in your own schools with mindfulness programs, empathy building projects or school-wide behavior management programs that focus on restorative practices.
This past December, we attended the Transforming Education Conference for Humanity at the Mahatma Gandhi Institute of Education for Peace and Sustainable Development in India and heard from experts all over the world who were implementing and practicing ways to develop social emotional learning for students and teachers. One of the main takeaways from the conference was that by introducing social emotional learning to students, many institutions have reported overall positive results, including better academic performance, improved attitudes, behaviors and relationships with peers, as well as deeper connection to school, fewer delinquent acts and reduced emotional distress (student depression, anxiety, stress and social withdrawal).
While at the conference, we spoke to Dr. Tara Lynn Fraiser who researches and develops K-12 social emotional learning programs at Emory University in collaboration with the Dalai Lama. She described the importance of providing opportunities for social emotional learning to be as vital as the development and acquisition of academic knowledge and skills. She also spoke about how social emotional learning programs can help to deter anxiety and stress in the classroom for both the teacher and the students. A common theme that we heard at the conference was that teachers also need to develop these skills for themselves to help facilitate deeper connections. Many social emotional programs like those developed at Emory focus on developing capacity for the teacher. Teachers, take note! Don’t feel bad about taking that extra time for yourself at the spa, gym or lounge.
While at the conference, we were able to see evidence of social emotional learning at work by hearing students speak at various panel discussions, workshops and poster sessions. We met 3 young engineering students from a school in Visakhapatnam (India) who had been working on a semester-long project to use empathy as a way to solve problems in their local community. They met with local farmers to learn about issues with irrigation and planting and then made prototypes of technologies like remote digital soil moisture monitors and robots that could help the farmers with seed propagation. By focusing on understanding the farmers’ problems through empathy, the students were able to design solutions that effectively solved the problems in a compassionate way. Developing empathy like this has been made popular in tech education through using the Design Thinking Method which starts with empathy as a foundation for understanding the need of people along with a social or technical problem.
We at BSD believe in developing social emotional capacity as well and feel that social emotional learning should fit together with any skill development. This is why we have designed all of our curriculum around our philosophy of CARE. We want to grow students to be:
Curious – always seeking to learn new things.
Adaptable – never afraid to try something new.
Resilient – willing to start again and learn from challenges.
Empathetic – thoughtful about how their technology impacts the world.
The CARE philosophy that is baked into our curriculum helps students develop the right mindset to use technology to solve difficult problems. We help students develop self-esteem, empathy and skills they need to shape their futures by carefully designing lessons that require students to ask difficult questions, reflect on their learning and think about solving big problems. Our CARE philosophy extends to teacher’s needs too, by providing comprehensive lesson notes, guided practice and even professional development. Though, you will have to get your own spa package for that extra level of self care.
If you are new to social emotional learning or just want to learn more, we recommend this getting started guide. Feel free to start a chat with me at @BarkMarnett on Twitter or email me at firstname.lastname@example.org to talk about Social Emotional learning, or anything on Education!