Social and emotional learning for educators

Abstract

Teacher quality has become a top priority of the global agenda to improve student academic achievement and behaviour (MacBeath, 2012), and to prepare the world’s children for a global economy (Schleicher, 2016). Education is an essential human right recognised by the United Nations Universal Declaration of Human Rights, which emphasises that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace” (Article 26(2)). It is noteworthy that – despite vast differences in goals, resources, and educational system infrastructure – all U.N. Nations recognise the vital role that schools play in supporting the development of key social emotional competencies such as tolerance, respect and understanding. Teachers play a vital role in shaping if, and how, this international vision for education is to be achieved