To conclude, there is a need to reform the education system. The newly devised and inaugurated Single National Curriculum may be a good idea for eradicating disparity in the education system. Yet, there is more to do beyond ceasing disparity. That is preparing learners for a better life. This would be possible by promoting social-emotional learning. Such a type of learning can help learners academically, socially and professionally
Education in Pakistan does not meet its real purpose. It has been treated as a means for imparting academic knowledge and teaching reading and writing. The life-skills aspects of education, that can be instilled through social emotional kind of learning, have been overlooked. Consequently, the educational institutions produce learned people, that possess academic knowledge but are devoid of skills necessary for living a happy and successful life. In short, the need is to promote social-emotional learning.
Social emotional learning has been conceptualised in different ways. Commonly known by its acronym, SEL, it is a type of learning that infuses in students positive thoughts, emotions and attitude. Through this learning, students acquire and effectively apply knowledge and skills that help them control their emotions, establish positive relationships with peers, those younger than them, and elders, make responsible decisions and have capability to cope with the untoward situations of life.
Initiation of  Social emotional learning programmes in classrooms is not a kind of an insignificant idea to be overlooked. Globally the impact of social and emotional learning on individuals and communities is being increasingly recognised. But in Pakistan it has not yet been given importance. Here in our society, the focus of classroom activities have been to teach students reading and writing and to enable them to qualify exams. But the social and emotional well being aspects of education have been neglected
The purpose of education is not just to teach students reading and writing and teach them different academic subjects. There is also an element of character reinforcement that is requisite in true education. As the saying of Martin Luther King Junior goes “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education”.
In our country the number of people with mental disorders, such as depression and anxiety, is increasing at an alarming rate. If youngsters are trained in classrooms how to self-regulate themselves and control their emotions, there is a probability of their being less vulnerable to mental illnesses in future. This learning is essential for students living in a society like ours, where factors like violence, abuse, neglect and hunger prevail.
Mental health aside, Social Emotional Learning is helpful in many other ways. It can help students improve their academic performance. Students being able to self-regulate their emotions are greatly likely to perform well academically. The young learners facing negative experiences of life become resilient enough in coping with these and escaping academic loss likely to be incurred by such undesired experiences. The cognizance of students with the importance of self-discipline, attained through SEL programmes, also drives students to make a difference at school.
SEL also prepares learners for a better life at home and within the community. The instilled skills like ability to manage emotions, to make informed decisions, to solve daily-life problems, and to maintain good relationships with others, whether it be family, peers or other community members, help an individual learner have a pleasant, healthy and successful life
Moreover, SEL equips learners with skills needed for professional success. They get workplace readiness skills, such as communication, collaboration, assertiveness, problem-solving and decision-making skills. The young learners, through such education, are better prepared to succeed professionally in future. Besides, there would be more possibility of a healthier, cooperative and supportive work environment at workplaces.
Accommodating social-emotional learning within the academically driven educational setting here is not something without constraints. One major challenge is the high student-teacher ratio in schools. In public schools, particularly in Sindh province, one can find more than 100 students enrolled in almost every classroom. Such overcrowded classrooms can create difficulty for teachers in fostering social emotional skills.
Other major challenges are lengthy curricula and time constraints. Teachers will not be able to find enough time for instilling social emotional skills when they are supposed to teach a lengthy syllabus within the limited period. Â The school administration can also be perceived as a hindrance, as without caring for what new skills students might learn, it pressurises teachers in ensuring completion of the prescribed syllabus.
Moreover, teachers are not themselves trained and skilled enough to effectively integrate SEL in their teaching practice. There will be a gigantic task of training teachers for successful implementation of the new learning.
Also, lack of support from families of students is an issue. This probable missing support might be due to unawareness of SEL, fear of unwanted inculcation, or because of inability to buttress SEL at home. Without the support of families, promotion of SEL can’t be a success.
Furthermore, intellectual and cultural diversity in the classroom can pose a challenge. It will be challenging to ensure that SEL models cater to all students irrespective of differences in their culture, financial perspective and abilities.
However, it is not impossible to materialise the new learning provided certain drastic measures are taken. SEL material should be incorporated within the academic subjects and specific time should be allocated to it. This may contain separate classes for SEL, measurable learning objectives and separate assessment. The designation of the programmes of SEL should be made on inclusiveness. Emphasis should be on acceptance of diversity whether cultural, linguistic, racial or intellectual. An extensive teacher training programme can be initiated for equipping teachers with effective skills needed for effective implementation of the innovative learning programme. Besides, the number of students per classroom should be ideally set at 40 so that teachers could easily reinforce SEL.
To conclude, there is a need to reform the education system. The newly devised and inaugurated Single National Curriculum may be a good idea for eradicating disparity in the education system. Yet, there is more to do beyond ceasing disparity. That is preparing learners for a better life. This would be possible by promoting social-emotional learning. Such a type of learning can help learners academically, socially and professionally.
