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Social and Emotional Learning & Psychosocial Support for Quality Holistic Learning

Awarded to OUEDRAOGO, Irissa on August 26, 2025 by Childhood Education International.

Educator recognizes the role of social and emotional learning (SEL) and psychosocial support (PSS) in their classroom and can adapt existing SEL/PSS tools to meet the unique needs of their learners and their education context.

Criteria

Competency Info

Multilingual Guidance

Apprentissage Social et Émotionnel et Soutien Psychosocial pour un Apprentissage Holistique de Qualité

التّعلّم الاجتماعيّ والعاطفيّ والدّعم النّفسيّ الاجتماعيّ من أجل التّعلّم الشّامل عالي الجودة

Key Method

Educator adapts a SEL/PSS tool to meet the unique needs of their learners and the realities of their education context.

Method Components

Research continues to show that integrating social and emotional learning (SEL) and psychosocial support (PSS) into daily classroom practices and curriculum benefits all learners. In particular, SEL and PSS support learners who may have experienced interrupted schooling and/or trauma. While there are myriad resources available, SEL/PSS tools are not “one size fits all.”

In this micro-credential, first the educator will read about ten different SEL/PSS tools and choose one tool to focus on. Next, the educator will answer the question, “How does this SEL/PSS tool work in my unique classroom for my unique students?” The educator will need to pay particular attention to their students’ ages, cultural background(s), language(s), prior education and migration experience(s). The educator will also need to consider the available materials, content area, physical space, structure, and class/program size in their teaching and learning context. Educators proficient in this competency are able to adapt and apply SEL/PSS tools to be appropriate, inclusive, and effective for the individual learners in their particular education context.

Key Terminology

Quality holistic learning refers to a pedagogical approach that takes into account the learner in all their aspects: academic, emotional, social, physical, and psychological. A quality holistic learning program will allow all learners to develop their knowledge, competencies, values, and social skills.

According to the Inter-agency Network for Education in Emergencies (INEE), Psychosocial Support (PSS) refers to “the processes and actions that promote holistic well-being of people in their social world”. PSS can also be defined as “actions that address both the psychological and social needs of individuals, families, and communities” (Papyrus Project).

INEE and the Collaborative for Academic, Social and Emotional Learning (CASEL) describe Social and Emotional Learning (SEL) as the process of developing competencies to recognize and manage emotions, set and achieve goals, appreciate the perspectives of others, establish and maintain positive relationships, make responsible decisions, and work well with others across differences.

Core Components

Educators will use the Portfolio Submission Template (found at the beginning of the General SEL Resources section below) to submit evidence of their competency in implementing an appropriate SEL/PSS tool for quality holistic learning.

The submission will include the following two components (in bold):

  1. The educator will read about the 10 SEL/PSS tools*. (These tools are listed at the end of the the Resources section of this micro-credential. Click on the title of the tool to read more about it.) The educator must choose ONE tool to adapt (as needed) and to try in their class. The educator will explain in writing
    • what tool they chose,
    • why they chose this particular tool, and
    • where/how they may need to revise the tool to make it more appropriate for their learners and their context.
  2. The educator will try this SEL/PSS tool with two groups of learners OR with the same group of learners two different times. After trying the SEL/PSS tool with their learners, the educator will write about the use of this SEL/PSS tool in their education context. They will evaluate the tool’s effectiveness and how it could be improved.

*The 10 SEL/PSS tools were selected from diverse international sources and represent approaches that can be applied in a variety of educational contexts.

Assessment Details

To earn the micro-credential, you must receive a passing evaluation in Part 1 and Part 3. In Part 2, you will need to earn a “Proficient” score for ALL criteria.

Assessment

Overview

Your context

Provide a brief but detailed description of yourself as an educator. Please answer the following questions to help paint a clear picture for the assessor.

  • How long have you been living and teaching in your local context?

  • In what ways do you currently work with refugee/displaced students and/or other vulnerable learners? What other experiences have you had working with students in these groups?

  • Describe your student population. Include information about how many students are in your class(es), where they are from, what language(s) they speak, the gender breakdown of your class(es), the age range of your students, and any other information you think is relevant to painting a clear picture for the assessor of your student population.

Overview

SEL/PSS in Your Context

Consider the role of SEL/PSS in your education context given your unique students’ backgrounds and needs. At a minimum, please answer the following questions. Please add more details as appropriate.

  • How might trauma be a factor in your classroom/program?

  • Where do you see the need for students to develop social and emotional awareness, self-regulation, social skills, and decision-making skills?

Reflection

Reflect on your experience adapting a SEL/PSS tool for your teaching and learning context. You must address all questions below. (500-word limit or 5-min max. audio/video recording)

  • What did you learn from this process in general and, more specifically, about how to adapt activities to be more effective and inclusive for your students?

  • When considering social and emotional learning and psychosocial support, what do you find challenging and how will you continue to learn and grow in your practice as an educator?

  • Why does competency in this area matter, specifically in the context of teaching students of refugee backgrounds and other vulnerable populations?

  • How might your efforts to learn and integrate SEL/PSS tools impact your future work as a responsive educator in a learner-centered classroom? Specifically, where do you see potential for future integration of SEL/PSS in your academic content and activities?

Work Example

To earn this micro-credential, please submit responses to the following questions to be used as evidence of your competency in this area. The questions help you to describe how you incorporated a SEL/PSS tool in your specific classroom to support the wellbeing of your specific students.

  • First, you will answer questions about which SEL tool you chose from the list provided and why.

  • Then, you will answer questions about how you adapted the tool to be useful for your specific students in your specific teaching context.

  • Next, you will answer questions about the TWO times you actually tried the SEL tool with your students.

  • Finally, you will reflect on how the tool supported social and emotional learning for your students and how it could be improved.

  1. Explanation and analysis of SEL/PSS tool chosen (to be completed before implementation).

    Directions: Answer the FOUR questions below. Use the spaces provided in the Portfolio Submission Template if helpful.

    • What SEL/PSS tool did you choose to revise for your classroom?
    • Why did you choose this tool? How does this tool fit your content, curriculum, and/or student population and needs?
    • What revisions will you need to make so that the tool is more inclusive and appropriate for the learners in your context?
    • What will the new lesson outline look like given the possible revisions explained in 1c?

  2. Evaluation of applied SEL/PSS tool (to be completed after implementation)

    Directions: Answer the THREE questions below. Use the spaces provided in the Portfolio Submission Template if helpful.

    • How did it go?
    • Did this tool address your students’ social and emotional learning and psychosocial needs?
    • What aspects of the tool were successful and what would you do differently? Why?

Notes

  1. Please use the Portfolio Submission Template in the Resources section (Link / PDF).

    Please write your answers to all SEVEN questions above using the provided Portfolio Submission Template. Each question has a corresponding space in the template. You can write your answers in the template or in a new document using the template format. You can find a link to this template at the beginning of the Resources section above.

  2. Please use your own words.

    If you include information or ideas from another person, please give them credit by providing a citation of the source If you use their exact words, please put these words in quotation marks as well as giving them credit.

  3. An example submission is in the Resources section above called Example of SEL/PSS M-C Portfolio Submission Template. Please do not copy from this example. Rather, use it to help better understand what your final submission should look like.

Work Example

To earn this micro-credential, please submit responses to the following questions to be used as evidence of your competency in this area. The questions help you to describe how you incorporated a SEL/PSS tool in your specific classroom to support the wellbeing of your specific students.

  • First, you will answer questions about which SEL tool you chose from the list provided and why.

  • Then, you will answer questions about how you adapted the tool to be useful for your specific students in your specific teaching context.

  • Next, you will answer questions about the TWO times you actually tried the SEL tool with your students.

  • Finally, you will reflect on how the tool supported social and emotional learning for your students and how it could be improved.

  1. Explanation and analysis of SEL/PSS tool chosen (to be completed before implementation).

    Directions: Answer the FOUR questions below. Use the spaces provided in the Portfolio Submission Template if helpful.

    • What SEL/PSS tool did you choose to revise for your classroom?
    • Why did you choose this tool? How does this tool fit your content, curriculum, and/or student population and needs?
    • What revisions will you need to make so that the tool is more inclusive and appropriate for the learners in your context?
    • What will the new lesson outline look like given the possible revisions explained in 1c?

  2. Evaluation of applied SEL/PSS tool (to be completed after implementation)

    Directions: Answer the THREE questions below. Use the spaces provided in the Portfolio Submission Template if helpful.

    • How did it go?
    • Did this tool address your students’ social and emotional learning and psychosocial needs?
    • What aspects of the tool were successful and what would you do differently? Why?

Notes

  1. Please use the Portfolio Submission Template in the Resources section (Link / PDF).

    Please write your answers to all SEVEN questions above using the provided Portfolio Submission Template. Each question has a corresponding space in the template. You can write your answers in the template or in a new document using the template format. You can find a link to this template at the beginning of the Resources section above.

  2. Please use your own words.

    If you include information or ideas from another person, please give them credit by providing a citation of the source If you use their exact words, please put these words in quotation marks as well as giving them credit.

  3. An example submission is in the Resources section above called Example of SEL/PSS M-C Portfolio Submission Template. Please do not copy from this example. Rather, use it to help better understand what your final submission should look like.

Work Example

To earn this micro-credential, please submit responses to the following questions to be used as evidence of your competency in this area. The questions help you to describe how you incorporated a SEL/PSS tool in your specific classroom to support the wellbeing of your specific students.

  • First, you will answer questions about which SEL tool you chose from the list provided and why.

  • Then, you will answer questions about how you adapted the tool to be useful for your specific students in your specific teaching context.

  • Next, you will answer questions about the TWO times you actually tried the SEL tool with your students.

  • Finally, you will reflect on how the tool supported social and emotional learning for your students and how it could be improved.

  1. Explanation and analysis of SEL/PSS tool chosen (to be completed before implementation).

    Directions: Answer the FOUR questions below. Use the spaces provided in the Portfolio Submission Template if helpful.

    • What SEL/PSS tool did you choose to revise for your classroom?
    • Why did you choose this tool? How does this tool fit your content, curriculum, and/or student population and needs?
    • What revisions will you need to make so that the tool is more inclusive and appropriate for the learners in your context?
    • What will the new lesson outline look like given the possible revisions explained in 1c?

  2. Evaluation of applied SEL/PSS tool (to be completed after implementation)

    Directions: Answer the THREE questions below. Use the spaces provided in the Portfolio Submission Template if helpful.

    • How did it go?
    • Did this tool address your students’ social and emotional learning and psychosocial needs?
    • What aspects of the tool were successful and what would you do differently? Why?

Notes

  1. Please use the Portfolio Submission Template in the Resources section (Link / PDF).

    Please write your answers to all SEVEN questions above using the provided Portfolio Submission Template. Each question has a corresponding space in the template. You can write your answers in the template or in a new document using the template format. You can find a link to this template at the beginning of the Resources section above.

  2. Please use your own words.

    If you include information or ideas from another person, please give them credit by providing a citation of the source If you use their exact words, please put these words in quotation marks as well as giving them credit.

  3. An example submission is in the Resources section above called Example of SEL/PSS M-C Portfolio Submission Template. Please do not copy from this example. Rather, use it to help better understand what your final submission should look like.

Achievement Type

  • Achievement

Tags

  • Quality Holistic Learning

Supporting Information

Supporting Research and Rationale

Supporting Rationale

From the Quality Holistic Learning Project Teacher Fellows, Lebanon (2021):

“In any given novel situation, including a new opportunity for learning, a student’s brain is hardwired to respond to three questions before choosing a course of action: ‘Am I safe?’, ‘Am I loved/included?’ and “What can I learn?” The order of these questions matters; they mirror our three basic needs of safety, belonging and competence. So, if the child does not feel safe and is not emotionally stable, then it is considerably more difficult for learning to occur.”
– Quality Holistic Learning Project Teacher Fellows, Lebanon

From the INEE Guidance Note on Psychosocial Support (2018):
“Safe schools and non-formal learning spaces are some of the most beneficial environments for children and youth during a period of uncertainty. Intentional investment in education-based PSS and SEL has proven to protect them from the negative effects of disasters by creating stable routines, providing opportunities for friendship and play, fostering hope, reducing stress, encouraging self-expression, and promoting collaborative behavior.” (Action for the Rights of Children, 2002; Alexander, Boothby, & Wessells, 2010; Masten, Gewirtz, & Sapienza, 2013).

From the INEE Assessment on Psychosocial Support and Social and Emotional Learning Outcomes in Education in Emergencies (2020)

“SEL/PSS programs have positive impacts on children’s social, emotional, behavioral, and academic outcomes as well as on teacher practices and the culture and climate of schools (Brown, Jones, LaRusso & Aber, 2010; Jones et al., 2011; Raver et al., 2009; Bierman et al., 2008; Durlak et al., 2011; Sklad et al., 2012; Diamond, Barnett, Thomas & Munro, 2007).”

And with respect to learners in displaced contexts specifically, “SEL skills build resiliency and enable the positive relationships that help inoculate children against the negative effects of instability, conflict, and crisis (INEE, 2016).”

Supporting Research

Resources

Resources to Help Complete this Micro-credential

Strategies/activities for integrating social and emotional learning (SEL) and psychosocial supports (PSS) in the classroom. Choose one of these tools for your project.

Note: When you find a SEL/PSS tool below that appeals to you, consider it critically before choosing it for your students and this micro-credential. This graphic organizer may be of help in analyzing the tool before making your decision.

  1. Rose, Thorn, Bud (adapted from Mindful Schools, 2020): Students consider the positive and negative aspects of a situation as well as areas for growth.
  2. Think, Feel, Wonder: Students consider their thoughts, feelings, and questions about a situation or text.
  3. Brain Breaks: Students take a few minutes away from the academic content to move their bodies or do some type of meditation. This can help students to re-energize and refocus their brains upon their return to academics.
  4. Peace Area (adapted from the Collaborative for Academic, Social & Emotional Learning): Students use a designated space in the classroom to calm down from an emotionally charged situation.
  5. The First 5 Minutes (Related to The Mindful Minute): Students use the first five minutes of class to draw, write, reflect or talk with a partner as a way to become “present” in the classroom and to increase feelings of belonging.
  6. Community Building Circles (adapted from CASEL): Students build community and develop discussion and perspective taking skills by talking and listening to their classmates. Discussions can be about content, the classroom community, or relevant events in the students’ lives.
  7. Different Ways to Respond: Students consider the different ways people respond to different emotions. They learn about how to respond differently as appropriate.
  8. Mood Meter (adapted from Yale Emotion Center): Students identify a range of emotions, building both self-awareness and emotion vocabulary.
  9. Visualize the Future: Students spend time thinking about, drawing, or writing about their future. They set goals and create action steps to make their visualizations more concrete.
  10. The Empathy Heart (adapted from PACER National Bullying Prevention Center, 2017): Students actively listen/read stories to analyze where characters are supported with empathy or are not supported with empathy.

General SEL/PSS Resources