Recently, the concept of social, emotional and ethical learning is gaining attention as teachers and schools shoulder the responsibility of holistic development of their students. SEE learning is an essential concept within education because it is a framework through which students acquire the skills necessary to navigate through School, working life and beyond also extended to foster values and competencies that lead to greater happiness and harmony for both individual and society at large. Its not merely about acquiring knowledge also about realizing their relevancy on a personal level and then deeply internalizing them. This framework helps in developing self preservation, self control, relationship building and decision making. Keeping in view the urgency of the subject, teachers need to be oriented for SEE learning objectives. Here enters the role of Teacher Education institutions in orienting the would-be-teachers to teach three domains of SEE learning i e Awareness, Compassion and Engagement each of these dimensions in personal, social and system domain. The present paper is an attempt to highlight the inclusion of SEE learning in Teacher Education program. Through curricular framework or other modes or mediums of Teacher Education. It even highlights SEE learning components reflected in the best practices of Sant Darbara Singh College of Education Lopon, Distt. Moga in Punjab; Guru Ram Dass B.Ed College, Jalalabad West, Distt Ferozepur in Punjab and Kenway College of Education Abohar (Punjab).

We at Birla Open Minds International School, Hyderabad celebrate and respect diversity in our classroom but extending the required support to the diverse group of learners is always challenging. Keeping in mind the importance of early interventions, we proposed to integrate the Social Emotional and Ethical Learning strategies to address the learning needs of the students. The Social, Emotional and Ethical Learning framework is built on the evidence- based work of SEL and parallels the model suggested in Goleman and Senge’s ‘The Triple Focus’: a focus on self, a focus on others, and a focus on interdependence and systems. It is based on three dimensions, which focuses on the types of knowledge and competencies it seeks to

The Present scenario indicates that human life is complex. Every individual has to face a range of challenges in social situations. The Social, Emotional and Ethical (SEE) Learning Framework is a conceptual framework intended to support the development and implementation of programmes and curricula that foster social, emotional and ethical learning in schools and in higher education. In order to do this, SEE Learning provides a broad structure for such programmes that can be explored and taught in classrooms to facilitate social, emotional and ethical learning. SEE Learning is grounded in the idea that education can be expanded to foster the values and competencies that lead to greater happiness for both individuals and society at large. SEE Learning is based on three dimensions: (1) Awareness, (2) Compassion, and (3) Engagement. The three dimensions of SEE Learning relate intimately to each other and are therefore depicted as overlapping. Each contains a set of specific competencies that can be taught individually, but are best understood within the context of the whole. It is very essential for teachers to understand SEE learning dimensions so that relevant activities and programmes are organised in schools. The seed of present paper is sown with the thought that “Are the different dimensions of SEE learning correlated?” and “Which specific competencies comprise dimensions of SEE learning?” The researcher is keen to know the level of SEE competencies among school teachers and the correlation within the dimensions of SEE learning because school teachers play prominent role in cultivating social, emotional and ethical values among the students. SEE competency scale was prepared by researcher and data was collected through survey method from primary and secondary school teachers. The outcomes of the present study indicate that the three dimensions of SEE learning are interdependent and essential for holistic development of students.

Zoom is a powerful and versatile tool for collaborative learning. It provides an easy way for teachers and students to interact with one another in real-time, regardless of their physical location. Additionally, the range of features offered by Zoom allows for interactive and engaging sessions with multiple tools like whiteboards, polls, and breakout rooms. Social and emotional learning (SEL) is also an important part of the teaching and learning experience, as it helps students foster relationships, manage emotions, and better understand their own strengths and limitations. With Zoom, teachers can create an environment that encourages collaboration, respect, and care towards one another, while providing students with opportunities to express their feelings and practice problem solving. Overall, Zoom is an ideal platform for facilitating successful and productive collaborative. The main objective of study to analyse effectiveness of zoom as a collaborative tool for social and emotional learning. In this research researcher selected two B.Ed. College students – teachers form affiliated to University of Mumbai. For the study 200 student- teachers were selected as samples. A quasi- experimental design was used for the study. Mean and the standard deviation was used. ‘t’ test was used in testing null hypotheses.

“If we want to reach real peace in the world, we shall have to begin with the Children.” Mahatma Gandhi The current education system needs to move away from compartmentalization of different aspects of learning where the focus has been on cognitive aspects only. NEP (2020) has stressed upon incorporating social, emotional and ethical learning in the school system. This calls for reform in teacher education curriculum which should be aligned with the SEE learning opportunities through formal and informal learning platforms. As pre -service teachers are the one who can scaffold in moving children’s journey progressive related to developmental indicators of SEE learning. Through this paper, the researchers have made an attempt by suggesting strategies to equip pre-service teachers to main dimensions(Awareness, Compassion, and Engagement)core domains(personal, social and systems) and related competencies like: Communication, Critical Thinking and Problem Solving; Interpersonal Engagement; Global Citizenship and Civic Engagement, Information Literacy and Ethical and Moral Reasoning ,Self-Efficacy and Self-Awareness which can be explored in the context of SEE learning. The researchers have recommended integrating SEE in Teacher Education curriculum framework for creating compassionate teachers who will create global humane citizens. For the successful implementation of SEE learning, there is a need for a pedagogical model which creates insightful thinkers by using four key learning threads: engaged learning pedagogies, scientific perspectives, critical thinking and reflective

Social intelligence refers to a person’s ability to understand and manage interpersonal relationships. It refers to a person’s ability to understand and manage interpersonal relationships. Social intelligence helps individuals build relationships form friendships and cooperation’s. In other words, it is the ability to get along with others and to encourage them to co-operate. Social intelligence encompass: Patience, Cooperativeness, Confidence, Sensitivity, Recognition of Social Environment, Tactfulness, Sense of Humor and Memory. Study habits refer to the activities carried out by learners during the learning process to enhance learning. Study habits are practicing the abilities for learning. These habits intend to elicit and guide one’s cognitive processes during learning. Study habits include Management of Timetable, management of home environment, planning of work subjects, reading & note taking, concentration, Memorization, preparation for test, examination and also general habits & attitudes. This study is undertaken to study the correlation between social intelligence and study habits among B.Ed. learners. The sample for the study was 100 B.Ed. Learners. Researcher made Social Intelligence Scale and Study habits inventory were administered for the collection of data using Google form. The Statistical Techniques used were Mean, standard deviation and ‘r’. Findings of the study revealed that there is no significant relationship between Social Intelligence and Study Habits of B.Ed. learners. Also, it was found that there is no significant relationship between Social Intelligence and Study Habits of B.Ed. learners as per gender as well as Stream.

IB education has turned out to be a huge asset to the education system. We all have witnessed to how the IB platform opened up its wings to the entire education fraternity even more so in the ongoing uncertain times. It has provided us with numerous opportunity to use the IB platform to further our education. Yet every rose has a thorn in it. Although it has its own unique set of difficulties, IB-Learning also provides significant benefits to students. SEE Learning and IB curriculum is an ideal combination. A service that can offer students the ideal environment in which to develop and flourish. SEE Learning is a futuristic educational approach that aids students develop social, emotional, and ethical competencies. IB in itself is a vast and progressive platform catering to a large community of students worldwide. This paper will discuss how IB learning and SEE learning platforms can complement each other - building on their individual strengths - and combining the best approaches from the two to prepare students for the 21st-century challenges. This paper will focus on the Conflict Transformation as a Component of Relationship Skills under SEE Learning, and its implications in the PYP Programme of IB Curriculum. The Conflict Resolution Model of Thomas & Kilmann was applied for this Research Work. The aim of the study was to find out whether PYP Learners of IB curriculum were able to identify the various types of conflicts and apply Conflict Management styles to resolve the conflicts. Qualitative methodology of research was used while conducting the study (Statistical techniques like frequency and percentage analysis was also used for Qualitative analysis). The researcher finds out that Most of the PYP Learners were able to apply the conflict management strategies in their real-life conflicting situations and respond constructively to conflict and facilitate collaboration, reconciliation and peaceful relations.

Effective interaction between teachers, students in the classroom environment where there is proper balance between social, emotional &ethical learning environment will help in effective teaching -learning. For active teaching learning process, and making all learners feel included, , Inclusion is very much needed , which can very well happen only when there is proper Amalgamation of social ,emotional & ethical learning , when we all talk about education for all. Teacher’s role is very much important in this process. Teachers should possess, improve upon or learn/unlearn basic competencies and thus, promoting fruitful Teaching-Learning process! In fact these skills should be developed among budding teachers / opportunities be given to develop those in them for their fruitful journey of ahead.

Autistic kids are wired differently for social interaction than their neurotypical counterparts. These neurodivergent individuals express and exhibit cultural and social norms and values in their own atypical way. But these sometimes make them misfit in the social and cultural milieu around them and impacts their social interaction and interfaces. Thus, this is quite imperative to improve their social interaction style and etiquettes. The researcher presents a case study in the form of action research to further investigate this concern. This paper highlighted the importance of Applied Behavioral Analysis (ABA) and interventions to improve the social etiquettes of Autistic kid. Observation technique was used to record the behavior of the subject. The researcher observed the subject during school hours around 7 hours each day, as she is a special aide (one to one) for the case. She only implemented the interventions under the guidance of a trained ABA professional and recorded the behaviors and executed the Discrete Trial Teaching for teaching social etiquettes to the subject. Researcher conducted Informal interviews from all stakeholders who interacts with the case on day-to-day basis, like teachers, teacher aides, special aid teacher and parents to discuss the positive changes in autistic kid’s social etiquettes. In conclusion, this case study of a 6-year old autistic kid did confirm, that ABA therapy and DTT could bring positive observable and measurable changes in social etiquettes of Autistic kids.

Social and emotional learning is beneficial to both children and adults, increasing self-awareness, academic achievement and positive behaviours both in and out of the classroom. . This was a quantitative study conducted on 160 students. The objective of the study is to study and analyse the study of social emotional learning on junior college students. Social and emotional learning programs improved students’ social-emotional skills, attitudes about self and others, connection to school, positive social behaviour, and academic performance; they also reduced students’ conduct problems and emotional distress. The t-test was used for testing the null hypothesis. The respondents were selected by simple random sampling technique based on the author’s connection. The questionnaire was prepared by Dr. Tara Sabapathy (emotional maturity scale), the dimensions which includes self-awareness, self-management, social awareness, relationship skills, responsible decision making, acceptance of reality, the scale had Four- point response alternatives, viz, Always, Sometimes, Rarely and Never. Dr. Pradeep kumar, Faheem Nabi, Neha Thakur (social relationships scale), the dimensions which includes parents, siblings/cousins, friends, relatives, peers/classmates, teachers and strangers, the scale had Likert type Five- point alternative responses. The research design of this study is both descriptive and inferential analysis. The findings show that between gender ( male and female), between type of family( nuclear family and joint family), between stream(arts and science) ,and between class( 11th and 12th )with the collected data study of emotional and social learning among junior college students doesn’t have any significant differences

There is an increased body of research indicating the importance of social-emotional learning (SEL) in schools. SEL is the processes of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations efectively. It is pro-moted through both direct instruction and the establishment of safe, caring, and support-ive learning environments in which all students feel valued, respected, and connected. In support of such arguments are studies linking SEL to a number of positive students’ outcomes, including beter academic achievement, social behavior, and emotional well-being. This chapter addresses how SEL, especially relationships as a critical component of SEL, contributes to school success and mental health especially among youth, with research evidence. Further, on the basis that we often do not feel eicacious in fostering SEL due to inadequate training and information, this chapter provides evidence-based practices to support healthy relationships and learning environments.

The major aim of education is the wholesome, balanced and harmonious development of the personality. Educationists and psychologists are busy in building wholesome or harmonious personality of the individual. Personality development is the apex and crux of education. All knowledge of education and psychology is ultimately related to understanding and development of personality. Personality pervades every aspect of human life. It influences our behavior. It is said to be the mirror of one’s total behaviour. It is the total integration of physical, intellectual, emotional, social and ethical makeup of the individual which is expressed in terms of behaviour, attitude, values, beliefs, interests, habits, sentiments, temperaments and traits. Personality does not exist in vacuum but to a large extent it depends upon social environment and education. It is the education that makes individual cultured. Almost everything that an individual learns is acquired from education through learning. Social, emotional and ethical learning are the three main pillars of education which lead to harmonious development of personality of an individual. In the present scenario there is a great need to focus on these three important aspects of education, as our young generation is deteriorating from their ethical and cultural values due to westernization. As a result today’s youth has become so much self-centered that they are mostly busy in serving their own interests. They do not have strong social and emotional bonding with others. Thus it has been commonly believed that there has been erosion of social, emotional and ethical values among youth in our society. So pressing priority of today’s education system is to cultivate the social, emotional and ethical competencies of the students for their on- going personal, social and professional development, as well as for the development of the society at large. The present paper is an attempt to focus the need and importance of integrating the concept SEE in the present education system.

This paper focuses on SEE learning and how it helps in the empowerment of student through various activities with respect to the SEE learning approach. Social, Emotional, and Ethical (SEE) Learning is an innovative newage literacy model involving teaching-learning methods that encourage the development of the heart (compassion and love) and mind (cognitive development) together. SEE Learning represents the state of the art in education by enhancing SEL programming with key additional components, including: o attention training o compassion and ethical discernment o systems thinking o resilience and trauma-informed practice This program provides educators with a developmentally staged curriculum consisting of easy-to-implement lessons, the conceptual framework used to design the curriculum, and resources for educator preparation and development. SEE Learning empowers students to engage ethically as part of a global community and provides educators with the tools to support student well-being. As learning is such a holistic phenomenon, we educators must be aware of the emotional and social parts of it, and encourage students to collaborate and make most of their learning experience. In other words: instead of just teaching/ providing information, we must empower our students to learn. Teaching with empowerment changes the power dynamics in a classroom, and communications between faculty and students. We teachers and faculty want to assume the role of a guide, not the leader. And we do this to support learner agency which is "perhaps the most higher-order, emergent, abstractly defined, and most cherished of human functions. This is why empowerment is so important! Learner agency is all about the choices and degree of freedom students have about their learning! Teaching the content with the SEE learning approach becomes an integral part of education. So, this paper throws light on the activities to be conducted at various level of education with respect to the SEE learning approach.

Higher Education is the career pathway of the learners. Instead of classroom learning, they are focused on the self- learning. Learners learning in higher education are through formal and informal experiences. Learner’s individual needs, differences, abilities and responsibilities are the terms related to Learner-centred instruction. Those learners are able to control their behaviour, emotions and social situations are successful in life. These learners regulate their learning in three ways. Firstly active participation in activities but control what they do, why they do and its impact on self and others, so try to make adjust it. Secondly take more efforts and adjustment to mark desired performance level to complete their goals. Thirdly they accept that self-control is essential for any type of outcomes. Daniel Golemen (1996) presented his model of Emotional Intelligence based on performance of a person. According to him there is positive relation of performance of a person at his work is correlated with persons personnel overall capabilities and personality. So to process emotional information in the social circumstances should be utilised it effectively. Social and emotional learning facilitate good personal decisions, to resolve conflicts and motivate oneself and others. Due to which Collaborative and Cooperative learning is the best for active participating learners in discovery, analysis and use of information, and to make life and career successful. The paper focuses on learner’s current situation of learning and develops their learning through Collaborative Learning and Cooperative Learning

With the world's largest population of young people and nearly 10% of its population under the age of 5. India has a critical need for a framework that focuses on overall development of the students Current education system imparts materialistic values including external science but not inner science. Efforts must be made to educate students at their early age on the importance of social emotional and ethical learning. SEE learning empowers students to engage Socially, Emotionally and Ethically as a part of global community and give knowledge to build positive relationship, solve problems, make intelligent decisions and achieve the necessary level of self-awareness apart from providing an excellent foundation of academic success. This paper mainly focuses on typical approaches adopted by schools, need and importance of SEE learning, 5 core social emotional and ethical competencies, A framework of SEE programming to enhance student success in school life, latest research advances in SEE learning, implications for practice and policy, different aspects of SEE learning in schools and tips for expanding the boundaries of the students through SEE learning. SEE Learning improves school related attitude behaviours and Academics and provide the foundation of the life success.

Finding high-quality and reducing educational materials is important due to the growing interest in providing social and emotional learning opportunities throughout after-school and youth activities. An introduction of the recently released Social, Emotional, and Ethical Learning framework and curriculum, created at Emory University, is given here, along with information on how it might be used in after-school and youth programmes. This extensive learning system contains curriculum for students in kindergarten through grade 12 as well as a website for online professional development for individuals who teach the programme. Students that engage in social emotional learning are better able to interact with others, establish positive relationships, and control their emotions. The Center for Contemplative Science and Compassion-Based Ethics (CCSCBE), a research institute at Emory University that promotes a science-based strategy for teaching the heart and intellect, created the SEE Framework in cooperation with His Holiness the Dalai Lama. The framework expands on the guiding concepts of conventional social and emotional learning (SEL), adding attention training, compassion and ethical discernment, resilience and trauma-informed practise, and systems thinking as additional elements. The SEE Framework places a strong emphasis on the values and skills that students learn via SEE Learning in order to perform actions that are sensitive, knowledgeable, and accountable and that contribute to the long-term wellbeing of themselves as well as society.

“Value” – It helps to achieve what no country can buy”. As it is said, without the study of human values that can make every child a more kind, compassionate and empathic person and foster emotional intelligence in every child, education would undoubtedly fall short. It is evident that values are something important to an individual or collectively to a group or a body, be it a society, a community, an organization, nation or humankind as a whole and builds up a healthy society, where everyone is entitled to equal opportunities and have a sense of equally responsible in performing their duties. The purpose of education is holistic development of student’s personality, which means the integrated development of body, mind, intellect, and soul. It can be achieved by educating individuals in such a way that their emotional, social, ethical, cultural and academic needs have to be integrated in their education process. The Dalai Lama, thus advocates for holistic approach to education in the form of SEE Learning in collaboration with Emory University that cultivates, alongside traditional academic subjects, a benevolent and ethical mindset grounded in the basic human values that can be discerned through common sense, common experience, and science. This program is based on focal values or central values which are beyond any tradition, culture and religion and also accepted as core of any tradition, culture or religion – intended to fostering social, emotional, ethical development of learner as well as teacher and administrators based on scientific approach and “secular ethics” acceptable to people of any or no religious faith.

Social Emotional well-being has been considered as an important process for developing the essential skills, attitudes, competencies and knowledge to learn and gain the holistic development of the personality. Even the New Education Policy talks about the crucial need of Social Emotional Skills at an early stage of children to live a happy and balanced life. The purpose of this paper is to explore Social emotional well-being (SEC) among elementary school students of Punjab School Education Board (P.S.E.B.) and to compare the rural and urban schools of Amritsar district. The nature of study is descriptive in nature and survey method has been used. For investigation a sample of 200 elementary school students from rural and urban government schools of Amritsar district has been taken by using simple random technique. For the collection of data social emotional wellbeing/ competence scale was used which was developed by the investigator. The interpretation and analysis of the results was done by using t-test method. Findings of the study revealed that social emotional well-being doesn’t depend upon type of school. There exists no significant difference on the basis of type of school. It is also found that boys in rural and urban areas are more socially emotionally competent as compare to girls.

Learning is a lifelong process and is also a function of a person’s sensitive acknowledgment of knowledge as it is to the classroom or pedagogy. Over a period of time, Intelligence Quotient has been used as a sole predictor of a student’s success, but as the world enters the 21st century, investigation shows that Emotional Quotient is a better predictor of success than the more conventional measures of cognitive intelligence. SEE Learning empowers learners to engage responsibly in a worldwide community. Children do have a tremendous potential to learn and develop social, emotional, and ethical skills beyond what is presently provided for them, it is a certainty. They entail effective instruments to aid them on this voyage . It continues to evolve and adapts to new things each day. An education that fosters empathy and, on the other hand, sharpens concentration while also allowing students to comprehend the broader systems that influence individual lives, from economics to earth science. The present study focuses on studying the level of emotional intelligence among 219 Secondary School Students and 291 Junior College Students based on gender. A descriptive survey was conducted and data was collected from male and female students from schools and colleges to understand their level of emotional intelligence. The results reflected that female students had a higher level of emotional intelligence than male students irrespective of school or college. The prior aim underlying SEE Learning is to create and promote an inclusive and comprehensive educational environment at all levels of education to teach social, emotional, and ethical competencies to male and female students.

Learning is a very important aspect of life that cannot be ignored. To enhance the process of learning, educators around the globe are trying to design various learning models, tools and strategies. However, many a times, the emphasis is on the cognitive domain, the affective and the psychomotor domains. The need of the hour in-line with NEP-2020 insists on social, emotional and ethical development of the students. Young children have an immense capacity to grasp, learn and cultivate social, emotional and ethical skills; beyond what is being offered to them at present. To make this possible, they need practical tools. Daniel Goleman, author of Emotional Intelligence and Linda Lantieri, developer of multiple SEL and conflict transformation programs and a recognized leader in the SEL movement; have added some components to the traditional SEL approach- compassion, attention-training and systems-thinking. Dalai Lama has also emphasized that children should be educated with a program including compassion, cultivation of ethical mindfulness, training of the mind and emotions and a recognition of our common humanity and interdependence.

Experiential Learning has profoundly been a valuable learning method since ages, it creates an engaging learning through a variety of opportunities. Learning is no more restricted to four walls of the schools or classrooms, but extends horizons of experience and interactive learning. Experiential learning broaden the learning space and strengthen the learning experiences. There are many ways of providing experiential learning, the present study focuses on field trip as a method in providing experiential learning. Field trips are great examples of experiential learning. They provide an opportunity for students to explore the surrounding by reinforcing the learning done tin the classroom. The present study focus on field trip as a method of experiential learning to foster interest and communication skills among students

The tremendous and accelerating advances of modern sciences and technology have led to unprecedented progress and problems. Wherever we look, we see the world changing with incredible rapidity and established customs, traditions, and values changing with it. Indeed, one of the major problems today is the constant adjustment individual must keep making to rapidly changing conditions and to change itself. For efficient functioning of the individual, he should not only possess sound bodily health but sound mental health also. But unfortunately, it is startling to note that mental illness incapacitates more people than all other health problems together. Not only have mental health hazards significantly increased in number and complexity, but these have also affected the physical efficiency of individual. So, mental health is now recognized as an important aspect of an individual’s total development. There are various internal and external factors responsible for maintaining the mental health. Compared with stable internal factors, external factors (such as teacher-student relationship) have more room for improvement. Therefore, it is necessary to regard teacher-students relationship in school as an important factor of children's anxiety and depression may be poor mental health. Teachers play a very important role in the relationship between teachers and students. Due to the differences in age, experience, social role and so on, teachers play a dominant role in the teacher-student relationship. Therefore, in order to form an intimate teacher-student relationship and maintain poor mental health of student’s teachers should take a more prudent attitude to deal with the problems in teacher-student relationship.

As a community of machine-age ‘robots’, we are shaken out of our mechanical slumber, time and again by the real global Climate Disasters, fuelled by the ‘systemic Moral Crisis’ of the modern human society. More worrisome is the fact that political leaders, religious heads, business owners, teachers and parents are all busy treating the ‘symptoms’, while the underlying ‘lack of basic human values and resultant ethical radars - which are conspicuous by their absence’, are consistently being overlooked. At this pace and in the given direction we can only expect to walk exponentially in to our uncomfortable graves, nailing ourselves inside permanently with our ‘epicurean arrogance & myopia’.

Self-concept plays a very prominent role in student’s overall development. The present study was an attempt to find out the difference in the self-concept of college students from many different aspects. In the present study self-concept means the perception of college students of their own qualities and characteristics. Self-concept being a broad phenomenon has many aspects and dimensions The study was conducted on the college students of Dr. R.M.L. Awadh University, Faizabad. A sample of 1356 college freshmen reading in undergraduate classes among nine districts was taken for this purpose. Random sampling method was employed in the study. Bhatnagar self-concept inventory is used to collect data. To compare the difference between groups t-test was employed.

Cheating can be considered as one of the most important issues in schools, because it is a major obstacle to infer the competence of the students. Sometimes any student who is not eligible for academic courses can pass the course by cheating and improper ways. Any deliberate fraudulent action or an attempt to use unauthorized or unacceptable means in academic work is considered as academic cheating. The quality of the nation depends upon the education imparted to its citizens. The aim of education is all around development of the individual.. Parents desire their children to climb the ladder of performance as high as possible. This desire for a high level of achievement puts a lot of pressure on students, teachers, and schools and in general on educational system itself. School environment refers to the social, emotional and academic prospect of a school which is professed by the students, staff and community. It is affected by different factors from disciplinary policies to instructional appeal to student.

In today’s interconnected world it is imperative that we work together to better understand one another and develop skills and strategies for problem-solving and instigating change that can work across cultures and generations. SEE Learning is the framework through which we can help our students understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEE Learning provides educators with the tools they need to foster the development of emotional, social, and ethical intelligence for students and themselves. Research also suggests that service-learning programs can enhance a range of competencies pertinent to academic and mental health functioning.

Social, Emotional and Ethical Learning (SEE Learning®), is a K-12 education program developed for international use, is the culmination of an academic collaboration that began in 1998 between Emory University and His Holiness the Dalai Lama. Guided by a shared vision for an education of heart and mind, the program conveys a universal, non-sectarian, and science-based approach to bringing the ethical development of the whole child into education—an approach long advocated by the Dalai Lama. SEE Learning® provides educators with a comprehensive framework for the cultivation of social, emotional and ethical competencies; age-specific curricula comprised of easy to implement lessons; and a support structure for educator preparation, facilitator certification, and on-going professional development. SEE Learning builds upon the best practices in social-emotional learning (SEL) programs, but also expands on them by drawing in new developments based on the latest knowledge in educational practice and scientific research. It includes important new topics such as attention training, the cultivation of compassion for self and others, resiliency skills based on trauma-informed care, systems thinking, and ethical discernment.

A positive classroom climate supports learning. A compassionate classroom culture helps to address the socioemotional needs of learners. This helps learners to realize that they are valued members of their class and makes every class a precious space for connecting and collaborating. This study surveys how teachers contribute to creating a classroom culture of compassion. It looks at some challenges faced by teachers in the same and attempts to identify healthy practices followed by teachers to build a culture of compassion. A convenience sample of 20 high school teachers was selected. The overall efforts put in by teachers to build a culture of compassion are significant. The study reveals that syllabus completion and influence of media on students are the most prominent challenges perceived by teachers. Few schools have structured programmes to institutionalize practices that promote a healthy ethos for compassion. Thus it is seen that teachers are aware of their role in building a classroom climate that supports socio emotional learning and they also work towards enhancing a robust climate. However they need support from their institutions in terms of training for socio emotional learning strategies. Efforts also need to be made to share stories of success so that all schools can work towards building a compassionate classroom culture.

Building resilient teachers through emotional learning is essential for promoting student well-being and academic achievement. Emotional learning allows teachers to create a supportive and safe classroom environment, build strong relationships with their students, and effectively manage challenging situations. This article discusses the importance of emotional learning for building resilient teachers and the strategies that can be used to integrate emotional learning into teacher training programs. Emotional learning is crucial for teachers to create a safe and supportive classroom environment, build strong student relationships, and effectively manage challenging situations. This article presents strategies for embedding emotional learning in teacher training programs, including professional development opportunities, modelling emotional intelligence, and integrating emotional learning into the curriculum. Additionally, the article explores the challenges to emotional learning and resilience and the impact of emotional learning on the teaching and learning process. This article highlights the importance of emotional learning for developing resilient teachers and promoting student well-being and academic achievement.

All students should feel equal, safe and empowered in educational institutions. Gender has diversified itself globally. The women’s rights movement is gaining ground, but very little has been achieved in terms of human rights for the lesbian, gay bisexual, transsexual, and queer students in various schools and colleges of India. By 2030, India must achieve the Sustainable Development Goal 4.5 (Gender Equality and Inclusion) to eliminate gender disparities in education. Educational institutions must promote and practice gender mainstreaming to achieve gender equality. The NEP 2020 defines socially disadvantaged groups based on gender identities as, “particularly female and transgender individuals,” but completely ignores including students from the LGBQIA+ (T already included) community. Do our college colleges provide Social-Emotional-Ethical (SEE) and inclusive learning by teachers and counselors? Accepting and respecting gender diversity is important in sustaining a supportive and accepting educational and corporate environment. The researcher surveyed undergraduates from a south Mumbai college, on their knowledge and opinions about understanding and accepting the LGBT+ students in inclusive classroom interactions. The non-disclosure questionnaire for 200 students included items on awareness of gender diversity through media and classroom instructional activities, the need for SEE Learning in the new NEP 2020 Curricula, and their willingness to advocate gender inclusivity through SEE Learning. The results show that 87% of students were willing to advocate gender inclusivity through SEE Learning activities. A significant 93% of students opined that gender inclusivity courses should be mandatory minor courses in the NEP college curriculum. The researcher thanks all participants, (especially transgender, non-binary, genderqueer, and gendernonconforming people) for advocating gender equality and human rights

The 21st century demands that citizen must have adequate level of Social Emotional Competence in order to cope with changes that happen in all aspects of his/her life. It is aware that classrooms with warm teacher-child relationships support deep learning and positive social and emotional development among students. In other words, the possession of Social Emotional Competence by the students strongly depends on the Social Emotional Competence of teachers who handle the students. Care should be taken in the development of Social Emotional Competence of students at the age of 12-14 which is the crucial sage of students in deciding his/her behaviour. Hence the Present study was carried out with the objectives of finding the Social Emotional Competence of Teachers handling Standard VII with regard to their Gender, Teaching Experience and Type of Schools. Normative survey technique was followed by taking one fifty Teachers handling Standard VII as sample for the present study. Teachers do not differ significantly in their Social Emotional Competence with respect to their Gender, Type of School, Teaching Experience. However, Teachers differ significantly in the dimensions mean Social Awareness and mean Teacher Student Relationship with respect to the their Teaching Experience.

Teachers who are mindful automatically "put a growth mindset into action" and serve as examples for their students. The concept of having a "growth mindset" refers to the view that mastery can be attained by perseverance and hard work and that intelligence can be developed. Students that adopt a growth mindset put study and personal development above peer pressure or "appearing smart." This paper aims to determine the level of growth mindset based on gender, educational qualifications and geographical location. Tool by total health was employed to collect data online from 146 teachers. Major Finding of the study showed that none of the respondents shows a strong growth mindset, Nobody is acting with a rigid mentality indicative of a strong fixed mindset. Majority of respondents shows growth mindset with few fixed ideas and around 15 percent respondents have fixed mindset with few growth ideas.

The present paper is on the Pedagogical Model of SEE. The twenty first century of human world is so complex; every human being is faces a lot of challenges as a member of society. To educate the human being to face the challenges and contribute in creation of harmonious environment is a challenging task for educators and policy makers. Compassion and ethics can support to develop the wisdom among students and other stakeholders. Embedding the SEE learning in educational activities will enable the stake holders to critically examine their actions and control their destructive emotions accordingly to maintain the harmonious environment for others. SEE Learning also employs a pedagogical model in which students are guided to move through three levels of understanding as they gain proficiency in the fundamentals of each competency. Levels of Understanding are as Critical thinking, Reflective practices, scientific perspectives and engaged learning. Each of the three dimensions (Awareness, Compassion and Engagement) in SEE Learning is linked with a broad goal. SEE Learning’s ‘Enduring Capabilities’ are similar to higher-order learning outcomes, in that they specify what students should be able to do better as they progress through the program. As per the policy document of NEP2020, “The purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values.” Therefore, the SEE Learning will support and guide to achieve the goal of NEP-2020.

The psychological skills needed by students cannot be ignored as we demand more of them in University studies. Learning an employability skill is important, but it is also important to be able to handle the pressure of academics, assignments, deadlines, examinations, and all the other stressors that are now closely related to a student’s life. Students are much more likely to be happy and remain happy for a longer period of time if they can deal with stressors and recover swiftly from stressors. The ability and capacity to recover quickly from a setback and handle stress is known as Resilience. Studies have shown that positive emotions increase resilience, which in turn increases feelings of happiness and fulfillment. Happiness has now become a part of the global policy agenda. In 2011, the United Nations General Assembly recognized happiness as a fundamental human goal in a Resolution entitled ‘Happiness: towards a holistic approach to development’. According to the 2015 World Happiness Report, schools that prioritize learner wellbeing have the potential to be more effective, with better learning outcomes and greater achievements in learners’ lives. With this background, the purpose of this study was to ascertain correlation between resilience and happiness among college students. The data suggests that there is a significant positive correlation between the resilience and happiness levels of college students which is a positive indicator. If happiness is boosted, it has implications on resilience too. The researchers suggest a path that can be followed for positive transformation. The Happiness Curriculum has been already introduced and is slowly but steadily finding its roots in school curriculum. However, the need of the hour is to continue it through the college curriculum as well. The happiness curriculum looks to create a stimulating environment for learners in schools and if taken up to higher education, will help students to reflect better, gain insight into their thoughts and feelings, and bring about change in behavior accordingly.