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Can Social-Emotional Learning Programs be Adapted in Pakistan? A Literature Review

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Abstract

Growing research suggests that a social-emotional learning (SEL) curriculum in school has a positive impact on students’ emotional as well as academic learning. However, schools in Pakistan face multiple challenges with fostering these social-emotional skills due to lack of awareness of the existence and benefits of SEL programs, inadequate funding in public schools, and lack of teacher training and motivation. Several SEL programs have been adapted to different countries and diverse populations worldwide but there is limited research on the adaptability of these programs in schools in Pakistan. For this purpose, a literature review was conducted on studies published between 2000 and 2011. These studies included efficacy analyses of SEL programs adapted to specific countries or cultural groups. Nineteen studies were identified with programs including PATHS, Second Step, Strong Kids, and Lions Quest. These intervention programs were then evaluated based on their ease of adaptation and implementation and cost effectiveness to elementary schools in Pakistan. Results support the applicability of PATHS across all the evaluation criteria. Implications and considerations for the adaptation of PATHS in elementary schools in Pakistan will be discussed with reference to the successful adaptation of PATHS in a Pakistani preschool.
Reference
Natasha Sohail Barlas, Jeevita Sidhu & Chieh Li (2021). Can social-emotional learning programs
be adapted to schools in Pakistan? A literature review, International Journal of School &
Educational Psychology, DOI: 10.1080/21683603.2020.1850374
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