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
Abstract
Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on 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. Driven by findings in related studies initial thematic analyzes were extended using 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. (C) 2023 The Author(s)
Authors 6
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Netherlands Organisation for Applied Scientific Research
Affiliation as printed
TNO , Child Health , P.O. Box 3005 , 2301 DA Leiden , the Netherlands
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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 , the Netherlands
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C. Gravesteijn Aachen
University of Applied Sciences Leiden
Affiliation as printed
University of Applied Sciences Leiden , P.O. Box 282 , 2300 AJ Leiden , the Netherlands
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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 , the Netherlands
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R. 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 , the Netherland