HAND in HAND recommendations for mainstreaming social, emotional, intercultural/transcultural learning in European national educational policies and practices

Full text

HAND in HAND recommendations
for mainstreaming social, emotional,
intercultural/transcultural learning
in European national educational
policies and practices
Urška Štremfel, Ana Kozina , Iris Marušić, Magnus Oskarsson, Katinka Gøtzsche, Albert
Denk, Svetlana Jurko, Mojca Rožman, Aleš Ojsteršek
January, 2020

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INTRODUCTION
About the HAND in HAND project
HAND in HAND: Social and Emotional Skills for Tolerant and Non-discriminative Societies (A Whole School
Approach) is a European policy experimentation project that brings together eight institutions from ve
countries (Croatia, Denmark, Germany, Slovenia, Sweden), which have each added their professional expertise
and practical insights to help realise positive changes in our classrooms, schools and societies. We have
establishedi that positive change towards more inclusive societies can be triggered by fostering the social,
emotional and intercultural/transcultural (SEI) competencies of students and school sta through use
of a whole-school approach.
To realise our goal, several tasks were undertaken as part of the project over the last 3 years (2017–2019),
including six key tasks:
- conceptualisation of the SEI competencies, considering an innovative cross-section of social and
emotional competencies on one hand, and intercultural/transcultural competencies on the otherii;
- in-depth analyses of state-of-the-art SEI competencies assessmentiii and SEI programmes for studentsiv
and school stav;
- development and implementation of the theoretically well-grounded and contextualised HAND
in HAND interventions, namely, two interconnected programmes for studentsvi and school sta
(teachersvii, principals and school counsellorsviii) in four participating countries (Croatia, Denmark,
Slovenia, Sweden);
- developing a multimethod (qualitative and quantitative) SEI and classroom climate assessment that
includes the programmes’ summative and formative external evaluationix, x, xi;
- ensuring the monitoring and quality assurance of all project activities, with a special focus on the
programmes’ implementationxii; and
- analysing the national and EU policy contexts and providing recommendations on how the development
of SEI competencies in these contexts can become a driver of the envisaged positive changesxiii, xiv.

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About the HAND in HAND recommendations
As an EU policy experimentation project, HAND in HAND identies good practices and lessons on ‘what
works’ and ‘what does not work’ when it comes to developing SEI competencies across European countries.
It gives evidence-based results for reforms holding the potential for a large systemic impact.xv, xvi It elaborates
on the conditions needed for the scalability, transferability and thus sustainability of the HAND in HAND
outcomes and the broader area of developing SEI competencies.
This document sets out the main recommendations owing from the HAND in HAND project and are especially
based on: a) a contextualisation of the existing EU and national policies of the participating countries in
the eldxiii; b) the inconclusive qualitative and quantitative evaluation of the outcomes of HAND in HAND
projectx,xi; and c) discussions with stakeholders in the participating countries on further policy development
of the eld.
This document has two parts. Part 1 provides general recommendations we believe are the most crucial while
continuing to develop EU and national policies and practices in this area:
1. To formulate distinct European and national denitions of and approaches to SEI learning
2. To clearly state the political and policy goals of SEI learning
3. To develop theoretically well-grounded and locally adaptive SEI learning programmes
4. To foster the development of students’ SEI competencies within national curricula
5. To support teachers and school sta to develop their own and their students’ SEI competencies
6. To enhance a whole-school approach
7. To apply a multi-method approach to the evaluation of SEI learning
These recommendations should be considered together. The order in which they are listed does not suggest
a particular priority, but may be seen as giving meaningful direction while undertaking the actions in order
for SEI learning in the EU to reach its full potential.
Part 2 presents specic recommendations for national implementation plans for mainstreaming the
development of SEI competencies in participating countries (Croatia, Denmark, Slovenia, Sweden).

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General recommendations for EU and
national educational policies and practices

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1. To formulate distinct European and national denitions of and approaches to SEI
learning
Findings and outcomes
The HAND in HAND research reveals the current lack and future need of a distinct European approach to
SEI learning and a denition of what it means.xiii, xiv In this framework, the US-based CASEL (Collaborative
for Academic, Social and Emotional Learning) denition was adapted to the European context within the
project.ii With the growing social and cultural diversity of EU society in mind, the HAND in HAND project
has theoretically and practically contributed to the understanding that, on top of social and emotional
competencies (including self-awareness, self-management, social awareness, relationship skills, and
responsible decision-making), it is important to develop intercultural/transcultural competencies.
Particular attention is also paid to the development of relational competencies of school sta.
Taking account of the structural and cultural dierences seen in national educational contexts within the
EU and the non-binding character of EU cooperation in the education eld, HAND in HAND shows that EU
members (including Croatia, Slovenia, Sweden, Denmark and Germany, HAND in HAND project participants)
have developed quite dierent (not yet systematic) approaches (national denitions and goals, system-/
school-/classroom-level measures) to develop SEI learning in their schools.xiii, xiv
The HAND in HAND programmes greatly emphasise the importance of their quality implementation and
adaptation to suit dierent national, local and school contexts.
Recommendations
The ndings and outcomes of HAND in HAND reveal the need to carefully consider the particularities of both
the EU and distinct national contexts while attempting to mainstream SEI learning.vi, vii, viii
At the EU level, special attention should be paid to developing a commonly agreed holistic expert
denition of SEI learning that is centred on children and young people’s needs, and their own and others’
well-being.
It should be possible to make national adaptations of the common EU approach and denition of SEI
learning, for at least two reasons: First, there are important structural and cultural dierences between
national contexts. Second, EU countries are still the decision-makers regarding their national education
systems (including the curriculum) while EU institutions only have a formally supporting role to play in the
development of national educational policies and practices. This shows the need for a exible, non-prescriptive
and user-involved approach to SEI learning in the EU context.xiv

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2. To clearly state the political and policy goals of SEI learning
Findings and outcomes
For policies to be eective, it is important that their goals are clearly stated. This sharpens the focus of
dierent stakeholders in the pursuit of these goals, while also improving the chances that their achievement
is properly measured. The HAND in HAND project recognises several dierent approaches, but the lack of
clear goals related to SEI learning at the EU and national levels of the participating countries (Croatia,
Denmark, Slovenia, Sweden).xiii, xiv
At the EU level, a review of the main policy documents in education (2000–2010) nds no explicit mention/
denition of the goals of SEI learning. They are implicitly included and considered in related policy issues like
well-being, personal development, mental health, bullying prevention, active citizenship, and school climate.
The review makes it clear that the SEI competencies possessed by school sta and students are gaining
attention in the EU’s policy framework and activities (2010–2020), yet there is insucient systematic support
for their development.xiii, xiv
At the national level, the HAND in HAND research ndings show no explicit goals of SEI learning are stated
in the legislative and other ocial documents of these countries. These are understood as forming part of
the general values of the education system (equal opportunities, acceptance of diversity, solidarity, etc.).xiii, xiv
Recommendations
Theoretical and empirical considerations indicating the importance of SEI competencies for individuals,
learning environments and the development of EU society make it imperative to include SEI learning as a
strategic priority of the new strategic framework on Education and Training 2030. Realisation of this
strategic (political) priority should be fully supported by all existing EU (policy) measures, for example:
- the inclusion of SEI as a distinct, critical area in the EU Framework of Key Competencies for Lifelong
Learning;
- the qualitative and quantitative measurement of progress made;
- establishing a dedicated working group; and
- coordinating the research and sharing of good practices among EU countries.
Such a framework would not only demonstrate political will (a top-down approach), but actually support
and enhance the possibilities of EU members and particular stakeholders to actively assist in achieving the EU
political priority goal (bottom-up approach).
Clearly stating political goals, supported by appropriate policy measures at the national level of EU member
states (e.g. national SEI learning strategies, quality assurance indicators), would further support the
development of SEI competencies in schools. It would enhance EU member states’ opportunities to compare
and learn from each other’s context-based national approaches.

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3. To develop theoretically well-grounded and locally adaptive SEI learning pro-
grammes
Findings and outcomes
If programmes (including SEI programmes) are to be successful and eective, their content and
implementation itself must be well designed and the implementation tailored to suit the respective
local context.xviii
In this respect, it is crucial that the design of programme activities be informed by a comprehensive
theoretical background. The extensive review of theoretical backgrounds and existing programmes was of
great value while preparing the comprehensive and innovative HAND in HAND programmes for students and
school sta. The use of various theoretical frameworks for dierent activities was recognised as valuable while
designing the HAND in HAND programmes because the competencies and concepts entailed in an activity
stem from dierent and very specic theoretical approaches.vi, viii, viii
Adaptation to the national and/or local school context can likewise be important for programme outcomes.
The HAND in HAND manualsvi, vii, vii expressly state that a programme and its implementation should always be
adapted to the local needs, while retaining a certain adherence to the ‘active ingredients’.
Recommendations
For the quality implementation of the SEI programmes, it is vital to maintain the key components, the
‘active ingredients’, of a given programme, but also that the teachers or trainers who are implementing
the programme possess the professional competence, self-ecacy and motivation to adapt the programme
activities to particular students, at a specic school, teaching certain content in a given context. Adaptation
allows for school sta and student needs to be addressed, but also facilitates ownership of the
programme.xviii This is additionally important for students at a time when the importance of their voices for
ensuring quality education is being emphasised.xix

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4. To foster the development of students’ SEI competencies within national curricula
Findings and outcomes
The HAND in HAND results are aligned with existing research ndingsxix that show the importance of including
SEI learning in curricula.
Qualitative evaluation of the HAND in HAND programme conrms the lack of a systematic curricular approach
can become an obstacle to the eective implementation of SEI learning. While teachers and other school sta
found the HAND in HAND programme interesting and important, when considering its features (including
the length of the programme) they warned it would be hard to implement it within the existing curricula
frameworks.xi
A review of the existing curricula in the HAND in HAND participating countries reveals the lack of a systematic
(distinct curricula or cross-curricular) approach to SEI learning. SEI learning content is partly found in
dierent subjects.xiii
Recommendations
Future national curricular reforms should have in mind the positive eects of SEI learning and the importance
of its coherent and systematic integration into all levels of the education system. Its implementation
as early as at the preschool level would improve the chances of SEI learning being accepted positively by
students.
Curricular commitment to SEI learning needs to provide systemic support for teachers so that they can improve
their own SEI competencies. This would require imparting these background relational competencies during
pre-service and in-service teacher education.

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5. To support teachers and school sta in the development of their own and their
students’ SEI competencies
Findings and outcomes
The analysis of the policy contexts of the participating countries reveals the current lack of systemic
support to teachers and school sta for SEI competencies development in both initial and continuous
professional development.xiii
The qualitative evaluation of the HAND in HAND programmes shows that the participating teachers and other
school sta (school counsellors, principals) appreciated the opportunities for personal development and self-
empowerment, although they expressed concerns as to how to implement the programme exercises in their
everyday practice and in the classroom.xi It was identied that a complex process (including continuous
expert support) is needed for the school sta to become able to successfully and eectively implement
the HAND in HAND programmes in practice.vii,viii,xviii
Recommendations
Systematic support for teachers and school sta in the form of initial and continuous professional development
and professional supervision is crucial for the development of their own and their students’ SEI competencies.
To ensure the sustainability of the SEI programmes, it is important that school sta and especially teachers
possess the professional competence, self-ecacy and motivation to run the SEI programmes for
students, including adapting programme activities to certain students at a specic school while teaching
particular content in a set context. This would require increases in the competencies and professional
agency of school sta and long-term external supervisors to support a whole-school process at the
same time.xviii

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6. To enhance a whole-school approach
Findings and outcomes
The whole-school approach engages the entire school community as part of a cohesive, collective and
collaborative eort. Dierent studiesxix indicate that a whole-school approach has a positive impact on SEI
learning. In HAND in HAND, the students of a single class, four to six teachers of that class, school counsellors,
and the principals, were involved in the project. Qualitative evaluation of the HAND in HAND programmes adds
weight to the value of the whole-school approach for SEI learning since both groups (the teachers and school
leaders participating in the programme) show that, for the HAND in HAND programme to be truly eective in
educational practice, the involvement of all school sta (or at least of all teachers of the school in the HAND
in HAND programme) is crucial.xi Quantitative evaluation of the HAND in HAND programme reveals the most
ecient intervention in this regard depends on the (national) setting in which the intervention takes place.x
Recommendations
For SEI learning to reach its full potential, the whole-school approach (principal, all teachers, school counsellors
and all other supporting sta) is needed. A whole-school approach not only enables new exercises to be
introduced in classrooms, but for changes to occur in a multifaceted and system-wide manner. This includes
changing the dominant orientations to social interactions and actual interaction practices in the school
(i.e. the school culture). The involvement of SEI learning in school development programmes would provide
greater added value and imply stronger institutional support for implementing the SEI programmes.ii, xi

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7. To apply a multi-method approach to the evaluation of SEI learning
Findings and outcomes
Analysis of the HAND in HAND participating states’ policy contexts shows that the realisation of national SEI
learning goals is not systematically measured. The lack of indicators, which would support their measurement,
was identied.xiii
Despite several (system, school, classroom) initiatives concerning SEI learning in the HAND in HAND
participating countries having been taken, they have not been systematically evaluated and researched.xiii
With its assessment catalogueiii and innovative assessment of the SEI competencies held by both school sta
and students, the HAND in HAND project importantly contributes to developing the eld of the measurement
of SEI competencies in education. The HAND in HAND evaluation is a good illustration of the merits of
combining dierent epistemologies and evaluation strategies – quantitative and qualitative, summative and
formative. It demonstrates the value of applying a multi-method approach that brings together self-reports,
others’ reports, a sociometric measure, vignettes, and interviews to measure the possible eects of the SEI
learning programmes (summative evaluation), to establish how the participants experienced the training and
to nd levers to improve the programmes (formative evaluation). Moreover, the HAND in HAND evaluation
protocol demonstrates the considerable importance and complexity of selecting appropriate measurement
scales.ix, x, xi
Recommendations
The multi-method approach and combination of dierent epistemologies and evaluation strategies enabled
the evaluation of the HAND in HAND programmes to expose that schools are complex systems and that
triggering change in such systems may depend on several contextual factors. In this way HAND in HAND
evaluation can be seen as a learning experience in planning large-scale evaluation research in this eld.x
The advantages of large-scale evaluation research are seen in the currently missing evidence-based
support for education policies and practices in the eld, as well as in enhancing the chances of international
comparability and mutual learning from dierent national systems.

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Recommendations for national
implementation plans

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CROATIA
Current state
Croatia has no overarching document outlining a comprehensive policy on social, emotional and/or
intercultural learning. The policy is fragmented and elements of SEI competencies may be found in several
documents, ranging from mental-health promotionxx to the strategy to promote readingxxi. The Strategy on
education, science and technologyxxii that provides developmental goals for elementary, secondary and
tertiary education in Croatia stresses the promotion of children’s emotional and social development as a
fundamental goal of education as a whole. The strategy states that school curricula, i.e. school-level policy
documents, should incorporate programmes for the development of metacognitive, social and emotional
skills as a tool to promote learning.
Elements of SEI learning may be found in the new curricula for personal and social development, health,
civic education, and learning how to learn.xxiii Other measures promoting SEI learning at the school level
are a platform for the exchange of good practices, specialist support, partnership with non-governmental
organisations, parental involvement, and the school’s self-evaluation. The growing number of dierent
projects, programmes and initiatives that aim to foster SEI competencies, improve school climate, prevent
aggressive behaviour and reduce the risk of behavioural and mental health issues are key indicators of the
perceived importance of SEI learning and competencies in Croatia.
SEI learning goals in Croatia are not systematically measured, some individual research studies, such as
curriculum evaluations on health and civic education, revealed inadequate student outcomes in intercultural
dimensions.xxiv In addition, research points to insucient teacher competencies as a factor hindering SEI
learning, which may be explained by the recognised lack of support to school sta both intended through
the documents and provided in the action.xxiv Finally, nancial resources are seen as a major stumbling block
for the stipulation and realisation of quality SEI programmes.

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Recommendations
1. The policy framework should be adjusted – current documents and strategies relevant to SEI learning
should be updated (e.g. Action plan for the prevention of violence in schools), and new documents
and strategies should be adopted (e.g. Strategy on mental health, Strategy on child psychiatry). These
updates should clearly include measures to promote and support the development of SEI competencies.
Revisions of the relevant strategies should reect the accumulated evidence on the importance of SEI
competencies in the promotion of the positive outcomes and well-being of children. They should also
recognise schools as a crucial environment for SEI learning.
2. The current eorts to promote SEI learning in Croatia are quite isolated and fragmented (neither
standardised nor conducted systematically) and there is a need for a systematic approach and more
networking between both the users and the providers of the programmes.
- In order to overcome the fragmentation of the existing initiatives and activities, a national network
should be established aimed at connecting experts (researchers and practitioners) in the eld of SEI
learning.
- Certain mapping of the programmes should be created in order to make the choice easier of a
programme ideal for specic school needs, e.g. the programmes’ theoretical backgrounds should be
outlined, the target age should be stated, the status of evaluation should be evident, etc.
- Examples of good practice should be outlined (successful programmes, resources, etc.) to facilitate
SEI learning of new users.
3. The current projects are not underway on all levels of the education system and a need for them to be
implemented as early as at the preschool level has been identied. Such early implementation would
enhance the chances of SEI learning being accepted positively by students.
4. Teachers need to be supported in the development of the skills they need to realise SEI learning through
their pre-service education and in-service training.
- Legal restrictions on teacher professional development (e.g. teachers cannot attend education
sessions on teaching days) should be amended in order to remove the barriers to eective in-service
education (participation in the workshop and other activities).
5. Multi-sectoral cooperation should be improved to strengthen the eectiveness of SEI competencies
development.
- More coordinated eorts (e.g. of the public health sector and educational sector) should be made
to promote the so far similar but not aligned goals related to SEI competencies and their development.

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DENMARK
Current state
SEI learning and competencies in Danish legislative and other ocial documents are understood as part of a
more general umbrella concept of ‘multi-sided and well-rounded development.
No specic goals relating to SEI learning are stated in the legislative and other ocial documents. SEI
learning in Denmark is placed alongside the acquisition of cognitive skills. It is stated that “All students must
develop emotionally, intellectually, physically, socially, ethnically and aesthetically” and that “Condence and
wellbeing in elementary school should be strengthened, inter alia through respect for professional knowledge
and practice”.xxv
SEI aspects of learning are integrated into several subjects (including Danish, English, German, Christian
studies, Social studies, Visual arts, Sport, Food literacy, Music, Health- and sexual teaching and family
education). In 2014, as part of a school reform, “Supporting teaching” learning activities were introduced,
aimed at strengthening students’ learning readiness, social skills, versatile development, motivation, and
well-being.xxvi
Students’ well-being was measured in the Welfare study (2017) and students’ SEI learning performance is
implicitly evaluated through an assessment of mandatory competence goals.
As factors that hinder SEI learning in Denmark, the research points to the lack of a clear understanding of
SEI competencies among educators.xxvii The following initiatives in particular target the need to educate
trained professionals for work on SEI learning at schools.
- At certain higher education institutions, particular attention is devoted to the pre-service and in-service
education of teachers and pedagogues in the eld of SEI learning. For example, the Danish HAND in
HAND team has many years of experience working with relational competence, i.e. Helle Jensen’s work
both in Denmark and internationally.xxviii A previous initiative that inspired the initiation of the HAND in
HAND programme was “The Relational Competence Project”xxix, xxx initiated by the Danish Society for the
Promotion of Life Wisdom in Children in collaboration with the VIA University College and several local
schools.
- Currently, starting in 2019, the VIA University College is oering a 10 ECTS module for student teachers
in which they work actively on mindfulness-based stress reduction, and social-emotional and
relationship competencies. The programme’s implementation is monitored closely by quantitative
and qualitative research in cooperation with VIA University College and Aarhus University.xxxi
- Further, a 22-day course for (skilled) professionals, who will later be able to disseminate the intervention
to others who wish to teach the teachers and the pedagogues, is being planned at VIA University
College in cooperation with experts from Norway. The course is to be built on the knowledge gained
from the HAND in HAND programme, combined with the experiences from the Relational competence
project for student teachersxxix, xxx and the training of ‘multipliers’ in the new German intervention-project
“Empathie macht Schule”.

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Recommendations
1. Whole-school implementation of SEI learning at schools in Denmark is still quite isolated and
fragmented (neither standardised nor conducted systematically). Consolidating and spreading the
existing well-recognised practices for educating teachers and pedagogues is considered determent for
improving existing practices of SEI learning at schools.
2. To ensure the quality implementation of SEI programmes, it is important to:
- qualify the pre-service education of the (future) teachers so they are prepared to address the area of
SEI competencies as future teachers;
- provide in-service education, including educating facilitators who can become consultants for whole-
school initiatives (e.g. using the open-access HAND in HAND materials).
3. The further development, consolidation and spreading of new initiatives (e.g. those currently being
initiated at VIA University College) should be further supported, not only by national, but also by EU
(nancial and other) resources.
4. Many decisions about the specic content of especially in-service teacher education in Denmark are made
at a decentralised level (referring to the existing legislative framework). Hence, initiatives at a meso-level,
such as those mentioned, are crucial. Yet it is also crucial to inuence the policy and practices at a macro/
national level, for instance by continuingly sharing the experiences from initiatives like the HAND in HAND
project, and by including systematic research as part of the new initiatives to provide more ‘local’ evidence,
to be shared and discussed together with the international evidence.

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SLOVENIA
Current state
SEI learning and competencies in national legislative and other ocial documents are understood as the more
general umbrella concepts of a safe and stimulating learning environment and optimal development of
the individual, irrespective of their background. SEI learning is found in national legislation alongside the
acquisition of cognitive skills. It is stated that “A safe and encouraging learning environment should involve
the well-coordinated cognitive, emotional and social development of students”.xxxii
Like other partner countries in the HAND in HAND project, Slovenia does not have a strategy for the
development of SEI competencies. SEI educational goals are indirectly/partly included in general legislative
and sectoral strategies, such as the Guidance for the Integration of Immigrant Children at Kindergartens and
Schools in Slovenia.xxxiii
SEI learning forms part of pre-service and in-service teacher education (several programmes in the
Catalogue of continuing education and training programmes such as “Developing emotional intelligence
and eective communication”)xxxiv, but these do not involve a comprehensive approach to SEI learning
and are not provided at the same extent to teachers on dierent levels of the education system.
Measures promoting SEI learning on the school level are a platform for the exchange of good practices,
specialist support, partnership with non-governmental organisations, parental involvement, self-evaluation,
and nancial initiatives. Classroom measures include support programmes for low-achievers and individualised
support programmes to combat discrimination and social exclusion.
Several projects already underway in Slovenia implicitly or more explicitly involve SEI learning by focusing
on the education of minorities and migrants, violence in schools, and education for sustainable development.
A systematic review of their ndings and outcomes is missing.
Recommendations
1. To establish a multi-sectoral expert group, including all relevant stakeholders, that among other tasks
would:
- Review existing projects and initiatives in the broader eld of SEI learning and based on their ndings
and outcomes identify what works in Slovenia in the area of SEI learning.
- Provide inputs for the preparation of important new strategic documents (e.g. White Paper on
Education, White Paper on Career Development of School Sta, Guidelines for Designing the School
Space), adaption of existing strategic documents (e.g. Guidelines for sustainable development)
and other important policy documents (e.g. The concept of work to integrate immigrant children and
students into the education system).
- Prepare comprehensive guidelines and an action plan for the implementation of SEI learning on
all levels of education.

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2. To ensure more systematic, long-term in-service education, including supervision for the promotion of
SEI in schools, encompassing the permanent education of whole-school teams in this eld.
3. To guarantee the implementation of quality SEI programmes in schools:
- The implementation of SEI learning should not be limited to the realisation of SEI learning programmes
of external providers. To develop the SEI competencies of students, a positive relationship with
teachers and other school sta and a positive classroom/school climate are crucial.
- To safeguard the sustainability of particular (successful) initiatives, which should be not subject to short-
term nancing of particular (European or national) funding sources.
- To provide nancial resources for the development, piloting, implementation and evaluation of SEI
learning programmes in the new EU multiannual nancial framework (2021–2027).
4. To continue the implementation of a new framework for identifying and ensuring quality in the education
eld:
- the HAND in HAND assessment tools can contribute positively to the development of the compulsory
monitoring of a safe and stimulating learning environment for all (including a formative assessment
of students and self-evaluation of schools).
5. To enhance the whole-school approach:
- To consider opportunities for the meaningful inclusion of SEI learning in School Education Plans
(Vzgojni načrt šole).
- To support principals and school development teams in SEI learning.
- To relieve the school counselling service of administrative tasks in order to for them to fully exploit
their competencies in prevention and intervention activities of SEI learning and supporting teachers in
the eld.
6. To foster the development of SEI competencies by an appropriate curricula framework:
Although a positive school climate and learning environment cannot not be developed by the relevant
curricula frameworks alone, they should be recognised as an important measure for consolidating SEI learning
contents. Particular attention should thus be paid to:
- appropriate contents for civic and citizenship education, health education care
- appropriate planning of class times (razredne ure)
- quality contents of the extended programme in schools (razširjeni progam).
7. To stimulate national and European expert, policy and political and public discussion on the role of
school in modern society, including a discussion on integration/inclusiveness, cognitive/non-cognitive
achievements:
- including SEI learning as a priority of Slovenia’s forthcoming presidency of the Council of the European
Union (2021).

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SWEDEN
Current state
Although one can nd no particular denition of SEI learning in the national legislative and other ocial
documents, the development of well-being has a long tradition in Sweden. The Swedish curriculum for
the compulsory school, preschool class, and preschool very clearly states in the paragraph “Understanding
and compassion for others”, that “The school should promote understanding of other people and the ability to
empathise. Concern for the well-being and development of the individual should permeate all school activity”. xxxv
Dierent institutions (e.g. Discrimination Ombudsmanxxxvi) are established in Sweden whose area of work
relates to SEI aspects of learning. The National Agency for Special Needs Education and Schoolsxxxvii works to
improve the learning environment in schools for all students, especially students in need of special support.
The Swedish National Agency for Educationxxxviii is tasked with ensuring that all children and students have
access to the same high-quality standard of education and activities in secure environments. Their mission is
to create the best conditions for the children’s development and learning and to help improve the students’
learning outcomes. It oers in-service courses focused on intercultural competencies, supporting students
with trauma, equality, and supporting students’ inuence in school.
Various initiatives (e.g. government grants for hiring teacher assistants at schools to relieve teachers by
allowing other occupational groups to perform certain tasks) have recently been introduced, enabling
teachers to focus on quality teaching, including a quality learning environment and relationships with
students.
However, the responsibility for organising and running compulsory schools in Sweden lies on the main
organisers (public or independent) and the initiatives for focusing on SEI competencies depend to some
extent on individual schools or municipalities.
Recommendations

21
Recommendations
1. To appoint a commission, e.g. at the Swedish National Agency for Education, to make an inventory of
ongoing SEI-activities in Swedish schools. This commission should also produce a strategy on how to
ensure all students have equal opportunities to develop SEI learning in school. This is highly important
when looking at recent studies of Swedish students’ well-being.xxxix
2. The Swedish Schools Inspectorate should specially focus on assessing how schools are working according
to the Swedish curriculum with regard to SEI competencies.
3. To ensure more systematic, long-term in-service teacher training, including supervision for the
promotion of SEI in schools, encompassing the permanent education of whole-school teams in this eld.
This could be organised in the same manner as the investment in in-service training in reading, science and
mathematics areas in Sweden [Läslyftet, Matematiklyftet, NO-lyftet].
4. To ensure that SEI learning is included and emphasised in all Swedish teacher education, i.e. pre-school,
compulsory school, and upper secondary school.

22
i Kozina, A. (ed.). (2020). Social, emotional and intercultural competencies for inclusive school environments across
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European perspective: Core concepts of the HAND in HAND project. In A. Kozina (ed.), Social, emotional and
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iii Denk, A., Müller, F., Lubaway, E., Sälzer, C., Kozina, A., Vidmar, M., Rasmunson, M., Marušić, I., Nielsen, B. L.,
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iv Marušić, I., Jugović, I., Puzić, S., Matić, J., Košutić, I., Kozina, A., Veldin, M., Sälzer, C., Eliasson, N., Nielsen,
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v Nielsen, B. L., Andersen, L. R., Dyrborg, H. L., Kozina, A., Vršnik Perše, T., Sälzer, C., Oskarsson, M., Rozcen,
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x Rožman, M., Roczen, N., & Vieluf, S. (2020). Evaluation of the HAND in HAND programme: Results from
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