Social and emotional learning in Singapore’s schools: Framework, practice, research, and future directions

Abstract

Education in Singapore strives to foster the holistic development of its youth. To attain this goal, social and emotional learning (SEL) has been an integral part of the academic curricula at the different levels of schooling. The SEL Framework, which was formally introduced by the Ministry of Education in 2005 (see Ministry of Education 2008) and then further formulated to be the Framework for Twenty First Century Competencies and Student Outcomes (Ministry of Education 2014), provides an organizing structure to conceptualize, design, implement, evaluate, and refine school-based programs seeking to facilitate the development of social and emotional competencies (SECs) of Singaporean youth. Although the five key SECs emphasized in the Framework (Ministry of Education 2008; Ministry of Education 2014) are aligned with those in the widely adopted prototypical model of SECs formulated by the Collaborative for Academic, Social, and Emotional Learning (CASEL), the Framework differs in its emphasis on the cultivation of core moral values (respect, responsibility, integrity, care, resilience, and harmony) as guiding principles for the application of SECs. The SECs under the Framework are also the basis of the broader twenty first century skills and competencies (civic literacy, global awareness and cross-cultural skills, critical and inventive thinking, and communication, collaboration and information skills). Importantly, the Framework also takes the view that the promotion of SECs in schools is part of the concerted effort in attaining desired outcomes of education: nurturing young Singaporeans who are confident, self-directed in learning, actively contributing to collective efforts, and concerned about the well-being of others, community, and society. The present chapter not only examines key components of the Framework for Twenty First Century Competencies and Student Outcomes (Ministry of Education 2014), it also discusses its pedagogical principles and approaches to school-wide implementation of SEL. Recent SEL studies in Singapore are reviewed, and future directions for SEL application and research in Singapore are proposed.