Low-achieving adolescent students' perspectives on their interactions with classmates. An exploratory study to inform the implementation of a social emotional learning program in prevocational education

Children and Youth Services Review, vol. 156, pp. 107263

Abstract

Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. To strengthen SEL programs and adapt them to adolescents’ needs, we explored their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education. We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. In analyzing the interviews, we used a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts. Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.

Authors 6

1. Marion C. E. van de Sande corresponding

   The Hague University of Applied Sciences

   Affiliation as printed

   The Hague University of Applied Sciences, Faculty of Social Work & Education, P.O. Box 13336, 2501 EH The Hague, Netherlands

2. Minne Fekkes

   Netherlands Organisation for Applied Scientific Research

   Affiliation as printed

   TNO, Child HealthPostbus 3005, 2301 DA Leiden, Netherlands

3. René F. W. Diekstra

   The Hague University of Applied Sciences

   Affiliation as printed

   The Hague University of Applied Sciences, Faculty of Social Work & Education, P.O. Box 13336, 2501 EH The Hague, Netherlands

4. Carolien Gravesteijn Aachen

   University of Applied Sciences Leiden

   Affiliation as printed

   University of Applied Sciences Leiden, P.O. Box 282, 2300 AJ Leiden, Netherlands

5. Paul Kocken

   Erasmus University Rotterdam

   Affiliation as printed

   Erasmus University Rotterdam, Erasmus School of Social and Behavioral Sciences, Department of Psychology, Education and Child Studies, P.O. Box 1738, 3000 DR Rotterdam, Netherlands

6. Ria Reis Aachen

   Leiden University Medical Center

   Affiliation as printed

   Leiden University Medical Center, Public Health and Primary Care, P.O. Box 9600, 2300 RC Leiden, Netherland