Schooling at Home and Student Wellbeing

Schools are now more than a set of academic learning experiences. Schools that have social and emotional learning (SEL) experiences to promote student wellbeing have better academic outcomes.

Social relationships drive learning. The relationship with a teacher is often the most memorable aspect of our schooling: the teacher that knew ‘you’ as a learner and cared about ‘you’. Often the student who rails against the teacher is the student craving boundaries and approval.

Social relationships with fellow students underpin learning in and out of class. Recess and lunch are highlights (and can be lowlights) of their day. Class interactions can be inspirational to learning. Many students recall an excursion as their most memorable school experience.

However, it is emotional learning that is at the heart of all learning. All learning is emotional. Being able (or not able) to recognise one’s own emotions and manage those emotions can facilitate or inhibit any type of learning. And, more than managing one’s own emotions, the ability to recognise and manage other’s emotions, has become even more important in our world.

In the current ‘online learning’ environment students will not have the same opportunities that are organic, spontaneous and fortuitous in the classroom. Students in schools that are forging ahead with online academic learning (which parents/carers expect and are anxious about) may not be devoting resources to SEL.

These skills can be taught online. Emotional Intelligence Scaffolding to Improve Learning (EISIL) can at assist students (and teachers) to engage in learning through structured activities with an expert in Emotional Intelligence and Learning.

Here’s one to try – for students, teachers and parents/carers – particularly, if your student, or your online lesson preparation or your work/carer/schooling at home demands seem overwhelming.

HOW?

If you’re with someone say, ‘let’s do this together, it will only take a moment’.

Go to and watch this video.

After, ask ‘why do you think we did this?’

Wait for a response … even a shrug!

Then, you can add or suggest, “just to stop, be in that moment, instead of being in the ‘emotions’ before our minute together”.

That’s it … except for saying let’s do it again tomorrow.

WHY do this?

It opens up the possibility of being able to recognise emotions and being able to regulate them.

For further support please see my contact page.