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ERIC Number: EJ1112467
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1691-4147
Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia
Martinsone, Baiba
Journal of Teacher Education for Sustainability, v18 n1 p57-68 2016
This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers' self-reflected experience illustrated through the perspective of the program's sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12,699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.
UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Latvia
Grant or Contract Numbers: N/A