An Exploration of Social and Emotional Learning: Implementation and Challenges in a Case Study of Algerian Middle School Pupils Remchi-Tlemcen.

Abstract

In recent decades, it has been fundamental to recognise and prioritise the development of social and emotional learning in conjunction with academic knowledge and skills. This approach can lead to a more holistic and well-rounded education, enabling individuals to thrive personally and professionally. Incorporating Social and Emotional Learning into the education system empowers students with abilities like self-awareness, self-regulation, empathy, resilience, and adept communication skills. To reach this end, an exploratory case study was conducted at Medjaoui Mohamed Middle School (Remchi), two research instruments were used a structured interview and questionnaire. While the former was administered to four teachers, the latter was conducted with fourth-level pupils in the same middle school. For the aim of this research, a qualitative and quantitative data analysis revealed that both teachers and pupils have a considerable level of awareness regarding social and emotional learning. It highlighted the significance of providing training and ongoing support for educators in implementing social and emotional learning and fostering relationship-building. However, the study also identified significant challenges in implementing social and emotional learning, including a lack of resources, insufficient training, and limited stakeholder engagement. Based on these findings, several recommendations were made to enhance the overall quality of teaching. These included suggestions for incorporating cooperative learning methods and providing targeted training for middle school educators.