India today is facing a crisis of learning – however, can the definition of learning be purely academic?
Can a child who is anxious in school really learn well?
Can a child who is afraid to ask questions be able to learn well?
Can a child who is teased or bullied be able to learn well?
Research has clearly shown that cognitive processes cannot function well without emotional participation.
The child’s social-emotional development during the crucial formative years between 6 and 15 years cannot be left to later – if language, math and science are taught in an age-appropriate curriculum, then why should social-emotional skills be left to life?
SEL is integral to learning – indeed, SEL is not another thing on the plate – it is the plate on which all learning rests.
– How we transform schools through social-emotional learning –
- our Impact -
41% Of all our teachers showed at least one level of improvement in their emotional intelligence, mentor mindset, engaging the child, learning, and adaptability.
78% Of all our teachers showed improvement in delivering life skills in key parameters such as energy levels, preparedness, creativity and reflection techniques.
85% Of all our classrooms showed improvement in engagement in key parameters such as energy, curiosity, participation responsiveness, and collaboration.
- Our pathways to impact -
Engaging with State Governments to design and deploy replicable and scalable models of SEL in schools
Creating innovation hubs for SEL in low income unaided schools
Providing SEL resources and capacity building for the ecosystem through strategic partnerships
Building a body of knowledge for SEL in India through field research, diagnostics and SEL assessment tools