22. Toolkit and Guidelines for Social Emotional Learning in VET

ENAC Ente Nazionale Canossiano

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Toolkit and Guidelines for Social Emotional Learning in VET

How can the social-emotional perspective be introduced in day-to-day work with students? What methodologies can be applied to help students deal with demotivation in the classroom? How can school spaces, times and resources be organised to foster this type of planning? These guidelines are intended to support schools by providing useful indications for building a social-emotional curriculum, while providing the organisational elements to facilitate its implementation. They are divided into four sections:

Pedagogical dimension: this section of the guidelines concerns reflections on the school’s educational task, on its social impact, on education itself and its aims, on the empowering of students as protagonists of their own learning and of the construction of their own future, taking into account the students’ age and the era in which they are growing up.

Organizational dimension: this section contains guidelines concerning the organisation of school time and spaces, with a diversification of learning situations, with the possibility of differentiated and customised courses (considering particular moments of crisis that pupils may go through). Other key drivers are the relationships with local stakeholders and the definition of a continuous quality improvement system.

Didactic dimension: it is the section of the guidelines that deals with teaching, and in particular its socio-emotional dimensions. It explores the crucial role of teamworking and “project and problem-based learning”, as well as the possibility of teaching activities specifically aimed at socio-emotional learning; it also provides suggestions to design the curriculum and joint didactic planning among teachers.

Staff dimension (competences, recruiting and continuing professional development for teachers): the guidelines in this section are addressed to the role of the teacher and the improvement of the socio-emotional dimensions of its role and action. From selection to the provisions of adequate organisational support, from training to continuing professional development, the school must deal with many aspects in order to enhance the value of teachers, protect them, stimulate collaboration among them and boost their creativity, in order to achieve an educational care that is not limited to intellectual and practical learning but is also dedicated to human development.