What has the pandemic aggravated? Views of school counsellors in India on the need for socio-emotional learning

Abstract

Socio-emotional learning (SEL) is essential for the holistic development of a child. It is a process through which individuals acquire and effectively apply their knowledge and skills to understand and manage their own emotions, show empathy for others, establish and maintain positive relationships, and make responsible decisions. Schools function as important bodies in facilitating SEL. The present study explores the school counsellors’ experiences in delivering SEL in Indian schools amidst COVID-19 pandemic. The data collected using semi-structured interviews with ten school counsellors from different cities in India indicated varied conceptual understanding of SEL among counsellors coupled with challenges due to the pandemic, and lack of resources and training on SEL delivery. The results shed light on the inevitable need for SEL and the lack of adequate focus on SEL facilitation and delivery in schools. The study additionally emphasises the need for structural and policy changes to foster positive climate and SEL within the Indian education system. The findings are pertinent for policymakers, school administrators, teachers and counsellors to deliver quality socio-emotional learning programs in schools. Hence the study calls for the need for professional training and support to school counsellor and school mental health professionals.