Building critical life skill among students requires integration of Social Emotional Learning-based Life Skills model in education.
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Recently, Abel (name changed), a student of Class 7, who had topped in Term 1 examinations and won prizes in earlier painting contests, forgot to get his preferred chart paper at another painting competition. While his teachers provided him with the right material, this oversight on his part impacted on his performance, confidence and his enthusiasm to attend school. In another case, Lily (name changed), a Class 8 student saw her academic and social life collapse after being falsely linked to an inappropriate photograph circulated among classmates. Despite having no connection to the image, she was ostracised and humiliated. She felt misunderstood by parents and teachers, leaving her withdrawn and disinterested in studies. These real-life stories reflect the growing vulnerability of young people in the face of mounting pressures. What does it take for a student to feel seen, safe and supported in school today?
Mental illness has seen a dramatic increase among youngsters in Nagaland, with the larger society being seen as increasingly alienating and isolating, leading to disturbances in their thoughts, perceptions and behaviour. The World Health Organisation (WHO) recommends at least three practicing psychiatrists per lakh population. According to information provided by the National Mental Health Programme (NMHP), Nagaland, there are only eight government psychiatrists, five clinical psychologists, five psychiatric social workers and five psychiatric nurses to cater to the needs of mental health in the State for a population of over 19 lakhs.
In this acute shortage of specialised help, our role as policymakers, school heads, teachers and practitioners in the education ecosystem becomes more critical to create a support system around young people. While academic performance continues to dominate our focus, very little is done to nurture resilience, an essential life skill that can enable children and young people to bounce back and thrive amid adversity.
The onus of building such a critical life skill cannot be left to chance or personal determination of young people. It demands a paradigm shift in our approach towards education with the intentional integration of Social Emotional Learning (SEL)-based Life Skills model. SEL is a process that helps individuals develop the knowledge, attitudes and skills necessary to understand and manage one’s emotions, build healthy relationships, set goals and make responsible decisions. It helps to build a coping mechanism to adapt to new situations and overcome challenges and bounce back from setbacks in life. Research also demonstrated that SEL improves academic performance, reduces behavioural problems and enhances overall well-being (Durlak et al. 2011). The National Education Policy 2020 (NEP 2020) also underscores the importance of Social Emotional Learning in developing “good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience”.
To bring this vision to life, we may begin by building capacity within the educational ecosystem. Pre-service and in-service teacher training programmes through the District Institutes of Education and Training (DIETs) and Educational Block Resource Centre Training of Trainer (EBRC TOT) can include SEL facilitation, trauma-informed approaches and inclusive pedagogies. Teachers also need toolkits, mentoring and reflective spaces to internalise and embody SEL principles in the classroom.
To successfully integrate SEL into the school curriculum, policy must mandate age-appropriate SEL as a core component of school curricula across grades. Contextualised SEL-based Life Skills programmes that promote self-awareness, empathy, resilience and decision-making should be designed and implemented. Weekly SEL sessions facilitated by trained teachers can also help all teachers integrate SEL into subject teaching and create a more compassionate school culture.
Most importantly, we need mechanisms to monitor well-being alongside academic outcomes. Psychosocial indicators should find a place in school report cards and be used to assess school environments. Regular check-ins, student and teacher wellbeing surveys and inclusive feedback loops can help schools stay attuned to the emotional climate in their schools.
In a world full of uncertainty and pressure, academic excellence alone is no longer enough. As we push for higher grades and better test scores, we must not neglect the emotional scaffolding young people need to stand tall. Resilience, empathy, self-awareness and emotional regulation can be effectively imparted through well designed Social Emotional Learning practices. This needs to be taken up urgently and collectively with society, educators and policy. The stories of young people show us that without such support, even high-performing students can quickly become vulnerable, especially in a context like Nagaland, where access to mental health services is limited. Let us remember that a thousand miles begin with a single step and it is time to make Social Emotional Learning a foundational part of how we educate.
Benjamin Khasouso
(The author is the Associate Lead, System Demonstration at Dream a Dream. He is based in Nagaland and works closely with Directorate of School Education to mainstream SEL in 176 schools in the state.)