From the President: An international approach to social and emotional learning

I was invited to a Round Table event on this question, part of a UNESCO initiative initiated by the Mahatma Gandhi Institute for Peace and Sustainable Development: a global project intended to ensure a relevant curriculum for children of the future. The two-day workshop, hosted by the department of Psychology and Human Development at UCL's Faculty of Education and Society, discussed an extensive study put together by over 300 eminent experts from 45 countries, and reviewed by over 50 scholars. The 1000-page report, with headlines and a summary for decision-makers, can be found at https://mgiep.unesco.org/iseea. It's all open access, of course, in keeping with UNESCO's policies.

Identifying the core content for social and emotional learning isn't as easy as it might sound. These concepts have to be clear, translatable, and above all globally relevant.

As the British Psychological Society President, I was asked to provide the closing remarks for the Round Table; and to participate in the two workshops on what a core curriculum for social and emotional learning (SEL) might include: the fundamental concepts, and how they might be assessed (on the principle that if there wasn't some kind of formal acknowledgement, it probably wouldn't be taught).

I was pleased to hear general agreement that normative assessment would be inappropriate in this area, and that any assessment should be imaginative and enable the child themselves to become aware of their progress.

Identifying the core content for social and emotional learning isn't as easy as it might sound. These concepts have to be clear, translatable, and above all globally relevant. Some cultures value certain skills while others don't see them as important, and some cultures perceive social skills widely differently from others. So how do we identify a small group of fundamental skills which will apply across the globe?

There was general agreement that SEL learning should include empathy, self-awareness and communication skills, and much discussion as to the equivalence (or otherwise) of kindness and compassion. The workshops included contributions from both researchers and people already engaged in SEL training, and generated a rich and wide discussion including how it should become incorporated into the educational structure. Definitive answers are hard to achieve, but the two days proved stimulating to everyone, and distinctly useful to those from the Mahatma Gandhi Institute who had initiated the consultation.

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Dr Nicky Hayes has been announced as one of 40 new Fellows of the Academy of Social Sciences. The new fellows have been recognised for excellence in their fields and their wider contributions to the social sciences for public benefit.

Hayes said it was an honour to be conferred as a fellow, and added that the work of social science was more important than ever as we tackle urgent issues in the UK. 'I am grateful to the Academy for recognising me and for recognising psychology and the important role that it plays in society and people's lives. I look forward to working with it in the future to champion the social sciences and deepen people's understanding of their vital role.'