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Davidson et al. (2012) highlight the individual differences in how students respond to and recover from stress. I can personally relate to this, being highly sensitive to stress and struggling with major exams due to pre-exam insomnia and anxiety. This is common in China, where the importance of the college entrance exam (gaokao) creates immense pressure from a young age. Students are also expected to excel in extracurricular activities, adding to their psychological burden and increasing the need for Social-Emotional Learning (SEL).
In China, SEL is primarily implemented to prevent student suicides. Schools often have thousands of students but only one or two mental health teachers. Due to the gaokao, academic achievement is prioritized by parents and educators. Addressing emotional issues’ impact on cognition could be a better entry point. Educators must understand the severity of emotional problems and SEL’s benefits, such as improving cognitive abilities, promoting prosocial behavior, and providing high economic returns (Schonert-Reichl & Oberle, 2017). This understanding can lead to greater investment in SEL.
Research indicates that while teachers are willing to practice SEL, they often face challenges due to a lack of skills (Zong, 2024). Therefore, the primary focus should be on training teachers, enhancing their SEL skills and self-compassion to ensure effective SEL instruction for students. Untrained teachers might misuse these practices, causing emotional instability or triggering trauma. Some practices may not suit all students, especially those with mental health issues, necessitating careful adjustments and pre-practice assessments.
Teachers should be supported by a robust support system, including school staff, internal mental health professionals, and external psychological experts, to provide mutual support. Recognizing the impact of emotional issues on cognition and investing in SEL can effectively advance the application of contemplative practices in education while preventing potential harm. Prioritizing SEL and investing in teacher training can better integrate contemplative practices into education and safeguard student well-being.
References
Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., Jha, A., Jinpa, T., Lantieri, L., Meyer, D., Roeser, R. W., & Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6(2), 146-153. https://doi.org/10.1111/j.1750-8606.2012.00240.x
Schonert-Reichl, K. A., & Oberle, E. (2017). Social and emotional learning: Recent research and practical strategies. In K. A. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of Mindfulness in Education (pp. 145-159). Springer. https://doi.org/10.1007/978-1-4939-3506-2_10
Zong, Z. (2024). Early childhood teachers’ social-emotional learning: Knowledge, beliefs, and attitudes. Discover Education, 3(14), 1-14. https://doi.org/10.1007/s44217-024-00098-7
I totally agree with you, Pappan. In Nigeria where I come from, students also face significant academic pressure, which can lead to stress and anxiety. Recognizing the impact of emotional issues on students’ cognition and investing in Social-Emotional Learning can contribute to better integration of contemplative practices in Education while prioritizing student well-being.
Good points, Panpan. Thank you for sharing. I can relate to your thoughts about the stress that students face. In my country, students are currently taking the Baccalaureate exams, which determine their university eligibility level, causing significant depression and anxiety similar to the gaokao in China. Schools and parents are providing mental support to help students manage stress and well-being.
As a future educator, I understand the intense pressure that students face in countries like China and Sri Lanka due to competitive exams. In Sri Lanka, pre-exam depression is real and stems from the immense expectations placed on students by their families, schools, relatives, and society. The belief that only exceptional academic performance leads to opportunities and success adds to this stress. Social-Emotional Learning (SEL) can play a crucial role in addressing these issues. SEL helps students manage stress, develop emotional resilience, and improve cognitive abilities. By investing in SEL and proper teacher training, we can create a supportive environment that promotes student well-being and academic success, ultimately reducing the negative impacts of exam-related stress. Thank you for sharing your valuable thoughts on this Panpan.
Excellent discussion on the importance of SEL skills for those students who experience extreme pressures by parents and teachers to do well on their exams in such exam-oriented education systems. Your emphasis on teacher training is paramount. Because we are teaching students about social and emotional skills, it needs to be done by highly trained teachers. That requires the cooperation and support of the administration and school systems. This is sometimes a challenging part of implementation.