| dc.description.abstract | Social and emotional learning (SEL) is becoming increasingly recognized as an important
component of holistic education, promoting the development of essential competencies that
contribute to students' overall well-being and academic success. This qualitative study used an
ethnographic approach to investigate teachers' and educational leaders' perceptions and
experiences with the importance, barriers, and strategies for incorporating SEL into the school
curriculum in Chattogram, Bangladesh.The study was conducted at two English-speaking
international schools with 24 participants, including teachers and educators. Personalised
questionnaires and focus group discussions were used to collect data, which was then analyzed
using thematic analysis. The study looked at teachers' perceptions of the role of SEL in students'
overall development, the challenges of incorporating SEL into the curriculum, and strategies for
overcoming implementation barriers.
The findings revealed several key themes, including students' perceptions of SEL's
benefits in fostering collaboration, confidence, self-awareness, empathy, and problem-solving
skills. The study also identified challenges, such as limited resource allocation, cultural barriers,
underdeveloped SEL curricula, and gaps in teachers' ability to deliver SEL content effectively.
Parental involvement, cultural adaptation, activity-based learning, comprehensive teacher
training, and modeling desired behaviors were among the strategies employed to address these
challenges.The study adds to our understanding of the complexities involved in implementing
culturally responsive SEL programs in educational settings, particularly in South Asian countries
such as Bangladesh. This study's findings can help to shape and implement effective SEL
initiatives that promote students' holistic development while taking into account the unique
cultural, social, and economic contexts. | en_US |
