The Effects of a School-Based Social-Emotional and Ethical Learning Program on the Well-Being of Ukrainian Classrooms in the Context of War Open Access
Rosenstein, Sara (Spring 2024)
Abstract
Abstract
the Well-Being of Ukrainian Classrooms in the Context of War
This qualitative program evaluation aims to understand the effects of a school-based Social- Emotional and Ethical (SEE) Learning program on the well-being of Ukrainian classrooms in the context of war. As peer-review research suggests, children’s social and emotional development and ability to receive quality education during war should be prioritized when building a sustainable pathway to lasting peace.
Methods
23 implementing teachers were recruited to participate in in-depth interviews containing 40 questions about SEE learning implementation. Interviews were conducted in Ukrainian, translated into English, and de-identified for analysis. Data was coded in Excel and analyzed thematically.
Results
Teachers expressed the need for SEE learning in their classrooms during war. Teachers saw SEE Learning implementation during war as more important than before the 2022 Russian invasion,
allocating extra class time to engage in SEE Learning-specific activities. SEE Learning helped teachers cultivate a safe and supportive space for processing difficult emotions brought upon by war. SEE learning implementation supported teachers’ personal and professional development alongside the building of student’s social-emotional skills. In addition, teachers noticed students were better able to identify and understand their emotions and the emotions of others, creating a more compassionate and productive environment within the classroom. Conclusions
Teachers' perspectives account for SEE Learning’s potential lasting effects on students and its aid in future reconciliation. As peer-reviewed literature suggests, the ability to manage difficult emotions, attributed to SEE Learning in this context, may mitigate the need for mental health services in the future.
Table of Contents
Table of Contents
Chapter 1: Literature Review: Social-Emotional Learning Programs and Their Effects on Teachers’ and Students’ Well-Being in the Context of War 1
Introduction 1
Impact of War on Social-Emotional Development 2
Education in Conflict Zones 4
Education and the War in Ukraine 5
Effects of SEL and Psychosocial Programs on Children & Teachers in the Context of War 6
Conclusion 8
Chapter 2: Manuscript: The Effects of a School-Based Social-Emotional and Ethical Learning Program on the Well-Being of Ukrainian Classrooms in the Context of War 9
Abstract 9
Background 11
Conflict’s Impact on Educational Settings in Ukraine 11
Need for Social-Emotional Support through Education Systems 12
Social-Emotional Learning (SEL) and Social-Emotional and Ethical Learning (SEE-Learning) 13
SEE Learning in Ukraine 14
Existing Research on SEL in Conflict/Humanitarian Settings 14
Methods
Study Design and Setting 16
Ethical Considerations 17
Results 18
Fidelity 18
Fit 19
Pedagogy 20
Supports and Barriers to Implementation 22
Program Core Components 23
Personal Practice 24
Key Contextual Factors 25
Feasibility and Responsiveness 26
Discussion 28
Conclusion 31
Chapter 3: Public Health Implications and Recommendations 32
Public Health Implications 32
Recommendations 34
References 35
Appendix 45
Thematic Map 45
About this Master's Thesis
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