Teachers’ Perception of an Integrated Approach to Biology and Emotional Learning

Abstract

Inclusive education requires that teachers not only teach academic knowledge and skills, but also consider the individual needs of all pupils, especially with respect to their social-emotional status. All teachers (including science and biology teachers) have to promote the wellbeing of their pupils by helping them develop social-emotional skills. The positive impact of these skills has been widely researched and documented. There is no doubt that academic achievements and social-emotional skills go hand in hand. However, only very little research data are available on how biology lessons and biology teachers can facilitate inclusive education in everyday school. The purpose of this qualitative study is to find out how teachers perceive an integrated approach in biology classes. This study reports on the experiences of five biology teachers with an integrated approach in which learning about the human body was intertwined with socio-emotional learning to address all pupils' needs.