Resilience HANDBOOK

INSTRUCTIONS Part 3: Reflection (15 minutes): After exploring all the stations, the students sit down and reflect on their experiences. They can write or draw about how the different sensory inputs made them feel and what emotions they experienced. They are also encouraged to think about what strategies they can use to manage their emotions, such as taking deep breaths, going outside, or listening to calming music. Part 4: Group discussion (20 minutes): The teacher leads a group discussion where students can share their reflections and what they learned from the different sensory experiences. They can also discuss how they can use these strategies in their daily lives to manage their emotions. Possible debriefing questions: What was your favorite station and why? Were you surprised by anything you saw, smelled, tasted, or heard? How did you react? What feelings did you have during the activity? Did anything you experienced make you feel very emotional? If yes, what was it and why? What ideas did you come up with to help you manage your feelings? Can you think of a time when you might use one of these strategies to help you feel better? Did you learn anything new about yourself or your feelings from this activity? How did exploring the different sensory inputs make you feel? Did it help you feel more calm or relaxed? Can you remember a time when you used one of these strategies to help you feel better outside of school? Did it help you? What did you learn about handling emotions today? Group Mission for the Next Activity The teacher can ask students to write a short story or draw a picture about a time when they used one of the strategies they came up with to manage their emotions. A collage could be an option for students, who don’t feel confident neither in writing nor drawing. They can then share their stories or pictures. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 51

trust walk Activity Flow Aim & Results Part 1: Introduction 10' Aim: To promote emotional resilience by developing trust Part 2:Sensory stations 45-60' and self-trust through a trust walk activity. Part 3: Reflection 15' Part 4: Group discussions 20' Results: Students will develop trust and self-trust, build confidence, and learn to rely on themselves and others. Students’ age: 8-11 years old Total duration: 60-90 minutes Materials& Enough blindfolds for half of the group; Resources: A safe and obstacle-free indoor or outdoor space for the trust walk. INSTRUCTIONS Part 1: Introduction (10 minutes): The teacher introduces the topic of emotional resilience and explains the importance of trust and self-trust in developing emotional resilience. Part 2: Trust Walk (45-60 minutes): The students are paired up, and one student in each pair is blindfolded. The blindfolded student must trust their partner to guide them around the room or outside area, avoiding obstacles, and keeping them safe. The guide must ensure that their partner is safe and feels supported during the walk. After (20’-30’), the roles are reversed, and the other student is blindfolded. The pairs switch partners and repeat the activity. The teacher should provide clear guidelines and safety rules before beginning the activity. The teacher should also practically demonstrate how to safely guide the other person. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 52

INSTRUCTIONS Part 3: Reflection (15-20 minutes): After completing the trust walk, the students sit down and reflect on their experiences. They can discuss how it felt to be the blindfolded partner, what emotions they experienced during the activity, and how they built trust with their partner. They can also reflect on what strategies they used to manage their emotions, such as taking deep breaths or communicating with their partner. Part 4: Group Discussion (20 minutes): The teacher leads a group discussion where students can share their reflections and what they learned from the trust walk. They can also discuss how they can apply these lessons to their daily lives to build trust and self-trust. Possible debriefing questions: How did it feel to be blindfolded? / How did you feel to guide? How did you build trust with your friend during the trust walk? What emotions did you experience during the activity? What emotions did you feel in your body? What thoughts did you have in your mind? What influence did they have? What strategies did you use to manage your emotions and thoughts during the activity? How can you apply the lessons from the trust walk to your daily life to build trust and self- trust? Did you learn anything new about yourself or trust during the activity? How does trust relate to emotional resilience? Group Mission for the next activity: “Human Knot\" game. 1.Have the children stand in a circle and close their eyes. 2.Ask them to reach out and grab hands with two different people across the circle, making sure not to grab the hands of the people next to them. 3.Once everyone is holding hands with two different people, ask them to open their eyes and untangle the knot they've created without letting go of anyone's hands. 4.The challenge is for the group to work together to untangle themselves into a circle, without breaking the chain of hands. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 53

SPOTLIGHT: RESILIENCE IN TIME OF CRISIS The State of Ukrainian Education in Times of War: Overcoming Challenges and Finding Solutions Written by Kateryna Puhachova & Maryna Kaminska Vinnytsia State Pedagogical University Vinnytsia, UKRAINE The war in Ukraine is having a devastating impact on the lives and futures of the country’s 5.7 million school-aged children, including on their education. Children have been robbed of stability, safety, classrooms, friends, family, a home and hopes for the future. As a result of the Russian invasion, a significant number of Ukrainians, exceeding 6 million people, have sought refuge in neighbouring countries. Among them are nearly 665,000 students who have been affected. The Ministry of Education reports that the ongoing war has caused extensive damage to more than 2,600 schools, with over 400 schools completely destroyed throughout Ukraine. Consequently, only approximately 25% of schools across the country have been able to provide full- time, in-person education since September 2022. Despite the challenges posed by the conflict, Ukrainian education has demonstrated remarkable resilience and unwavering determination, navigating through adversity and showcasing innovative solutions to ensure that learning continues for its students. Challenges Faced by Ukrainian Education. The Ukrainian education system has faced a multitude of daunting challenges amidst the Russian aggression that has deeply affected the country. From the very onset of the conflict, schools and universities became targets of destruction, often falling victim to missiles and bombs. The result was a devastating loss of infrastructure and resources, leaving countless educational institutions in ruins. Classrooms that once nurtured the growth and development of young minds were reduced to rubble, disrupting the learning environment and creating a significant setback for the education system. 54

The challenges only intensified after the occupation of Ukrainian territories by Russian forces. Teachers found themselves separated from their students who were residing in the occupied parts of Ukraine, making it nearly impossible to maintain regular contact and continue educational activities. The communication barriers imposed by the occupation hindered the flow of information and disrupted the education process, leaving both teachers and students grappling with the uncertainty and isolation imposed by the conflict. To compound matters further, the relentless bombing of crucial power stations and transmission lines by Russian forces resulted in frequent and prolonged blackouts during the coldest times. The absence of electricity not only plunged communities into darkness but also had a profound impact on the education system. Teachers were deprived of the basic facilities necessary to conduct synchronous teaching, severely hindering their ability to provide a consistent and quality education. Additionally, the constant threat of air alerts further disrupts the educational landscape. Everyday air alerts force teachers and students to abruptly halt their classes and seek shelter in bomb shelters to protect themselves from potential attacks. This unpredictable environment instills fear and anxiety among students, hindering their ability to focus on their studies. Last, but definitely not the least, is the mental state of all the participants of the educational process in Ukraine. According to sociological studies, more than 90% of Ukrainians have experienced at least one of the symptoms of anxiety disorder, and 57% are at risk of developing mental disorders.4 Ukrainians do not tend to seek professional help: 31% of citizens do not consider their problems sufficient to do so. The majority of parents (61%) believe that their children have symptoms of stress such as deteriorated sleep, anxiety, trouble concentrating, problems in communication with their peers and teachers. Children have high levels of anxiety. In addition, students feel lonely, because during the forced break and remote learning they lack opportunities to socialize with their peers and teachers. Teachers have also experienced considerable stress and worsened mental state since the full-scale invasion began. All these challenges are significant to face and deal with. Innovative Solutions in Education. In the face of the numerous challenges brought about by the conflict, the Ukrainian education system has showcased remarkable resilience and innovation, adapting to the circumstances and finding creative solutions to ensure that learning continues. One of the notable solutions that emerged is the establishment of mobile and alternative schooling initiatives. Recognizing the need to provide education for students abroad or in areas where traditional schools were destroyed or inaccessible, mobile classrooms and temporary learning spaces were set up. 55

One notable initiative is the All-Ukrainian Online School, an innovative platform that offers a wide range of educational resources and interactive lessons accessible to students across the country. This comprehensive online school ensures that students have access to quality education regardless of their location or the impact of the conflict on traditional schools. Another remarkable initiative is Ukrainian Education in Emergency, a mobile learning program providing information to students and teachers on how to adapt to new schools and curricula in host EU and other countries. This portal is created for ministries of education, international education managers, and teachers to help our children adjust to new schools and curriculums in foreign countries. Additionally, the Ministry of Education and Science has implemented an Educational Chat Bot to facilitate learning and address students' queries. This AI-powered virtual assistant offers interactive support and guidance on various educational topics, serving as a reliable source of information for students, navigating the challenges they face during the conflict, offering a personalized learning experience and fostering engagement. The war in Ukraine has undoubtedly inflicted significant damage on the education system, leaving millions of children without stability, safety, and access to quality education. However, amidst the adversities caused by the conflict, Ukrainian education has demonstrated unwavering resilience and determination. Despite the destruction of schools, communication barriers, blackouts, and the constant threat of air alerts, innovative solutions have emerged to ensure that learning continues for students. These innovative solutions, spearheaded by the Ministry of Education and Science, have enabled Ukrainian education to overcome the obstacles posed by the conflict. Despite the immense challenges and the loss of infrastructure and resources, the indomitable spirit of Ukrainian educators, students, and communities has shone through, emphasizing our unwavering commitment to education and the pursuit of knowledge. The spirit of resilience in Ukrainian education stands as an inspiration to the world, demonstrating the resilience of the human spirit in times of war. 56

SPOTLIGHT: RESILIENCE IN TIME OF CRISIS Challenges of wartime teaching and learnings Written by Nina Krasylova, Putyvl Lyceum No.1, Sumskaya Oblast, UKRAINE What does teaching look like when you live in the country which is constantly being attacked by the enemies? How does learning feel when you live just 25 kilometers from the border of the country which shells and bombs Ukraine daily? Teaching and learning during times of war can be challenging and disruptive due to the inherent instability and dangers associated with armed conflicts. However, education remains crucial during such times as it provides hope, empowers individuals, and contributes to long-term stability and recovery efforts. My name is Nina Krasylova and I am an EFL teacher in a Secondary Lyceum in Putyvl which is situated in the north-east of Ukraine, a bit more than 20 kilometers from the Russian border. It means that here we experienced the horror of the very first minutes of war, of being surrounded by the enemies, having practically no food or hygiene goods in the shops and at home; then excitement and hope when enemy soldiers were pushed back behind the borders. Since the beginning of the war all of us here in Ukraine have gone through a variety of feelings ranging from being horrified to being hopefully proud of Ukrainian people who defend their native land, their homes and their merits they believe in. Actually, back and forth several times. If we, adults, experience all these, what about our kids and teenagers (our school teaches children aged from 6 to 17)? Teachers had nothing to do except for accepting the reality we live in (just a year ago I had a feeling that I got to some parallel virtual reality), supporting our students through adapting curriculum, strategies, methods and techniques we use to teach them. There were and still are several aspects to consider. 57

Ensuring safety and security: The safety of students, teachers, and educational institutions must be a top priority. Measures such as establishing safe spaces, securing school buildings, and implementing protocols for emergencies can help create a conducive environment for teaching and learning. A year of online learning made us seek for new approaches which could work for virtual school. New challenges added almost daily: blackouts, absence of the Internet access, unstable signals, lost connections, lack of devices, etc. Then blended learning was implemented and new challenges appeared: How to teach students who are physically in class and those who are online at the same time? How to ensure the safety of those who are at school when there is no real shelter there? Adaptation of curriculum: The curriculum needed to be adapted to reflect the realities of the war and its consequences. It should include content that promotes peace, tolerance, and conflict resolution, while addressing the unique challenges and experiences of individuals, especially kids, affected by war. A new range of challenges: psychological support of students, their parents and colleagues, new aspects of CPD (Continuous Professional Development) on teaching and learning in difficult times. Access to education: War often disrupts infrastructure and displaces population, making it difficult to access education. Efforts should have been made to provide access to education for all, including refugees, internally displaced persons, and children in conflict zones. This is done through temporary learning centers, mobile schools, distance learning programs, or education in refugee camps. Our school tries to provide opportunities for all: for those who stayed in Ukraine, for those who relocated abroad but still attend lessons in the Ukrainian school, for those who are internally displaced people. During power shortages and blackouts due to missile attacks on the Ukrainian Energy System we had to find a way to teach students. Our lessons were planned according to scheduled time when we had power to provide kids with the opportunity to study. There were special centers where a kid or a teacher could come to charge the battery in a mobile phone or a laptop. There were times when a teacher didn’t even know when exactly they will have lessons but we have survived those times so far. What to expect in the near future? Only time will tell. Training and support for teachers: Teachers play a vital role in providing stability and support to students during times of war. They need appropriate training and support to address the psychological, emotional, and educational needs of students affected by conflict. Training programs can equip them with the skills to create inclusive and trauma-informed learning environments. A huge amount of work has been done by the British Council for English teachers in Ukraine. There have been several waves of “Teaching and Learning in Difficult Times” each of which involved more than 200 teachers from Ukraine to learn, practice and share knowledge and skills necessary for surviving not only physically but psychologically as well. 58

Psychological and emotional support: War can have a profound impact on the mental well-being of individuals, especially children. It is essential to integrate psychosocial support into the education system, providing counseling services and creating safe spaces for students to express their emotions and heal from the trauma of war. While students can seem to be cheerful and energetic, it is not always like this. So, it takes time, effort and patience to help them adapt to the war situation. Collaboration and partnerships: During times of war, collaboration between various stakeholders becomes crucial. Governments, non-governmental organizations, community leaders, and international agencies should work together to support education initiatives, provide resources, and ensure coordination to maximize the impact of educational interventions. Resilience and hope: Education can instill a sense of hope and resilience in individuals and communities affected by war. By equipping individuals with knowledge, skills, and a sense of purpose, education can empower them to rebuild their lives and contribute to post-war recovery and development. While teaching and learning during war present significant challenges, education remains a fundamental right that should be safeguarded. By prioritizing the needs of students and investing in education, societies can lay the groundwork for a more peaceful and prosperous future, even in the midst of conflict. I should admit that our community does their best revising curriculum, evaluating educational losses which are inevitable during war time and implementing Social Emotional Learning (SEL) which is basically the process of developing and acquiring skills, attitudes, and knowledge that support emotional intelligence, self-awareness, social awareness, responsible decision-making, and positive relationships. It involves understanding and managing emotions, setting and achieving goals, showing empathy, making responsible decisions, and maintaining healthy relationships. 59

SPOTLIGHT: RESILIENCE IN TIME OF CRISIS The current situation of teaching and learning in the conditions of war in Ukraine through the prism of own experience Written by Svetlana Yakiviuk Kherson Secondary School 41, Kherson, UKRAINE Being a teacher of an ordinary public school in the city of Kherson, in Ukraine, I witnessed terrible military events from the first days. Our region was the first to be captured by an insidious enemy - the Russian federation. Despite the desperate efforts of our military, Kherson and the Kherson Oblast were captured and occupied. On February 24, 2022, we woke up to explosions. Around 4:30 an airstrike was carried out on Chornobayivka Airport (in a suburb of Kherson). Panic and misunderstanding (non-perception) that a war had begun. The bus station and railway station stopped working in Kherson. For the first 2 days, only those who had their own transport were able to leave the city. Then the city was cut off from the rest of the territory of Ukraine. There were no humanitarian and \"green corridors”. Long months of occupation terror began - \"silent\" psychological pressure, repressions, disappearance of people, murders, lack of medicines and products, the inability to withdraw money due to the gradual cessation of the functioning of the banking system in the city ... This is only a small part of all the \"features\" of life in the occupation. Despite this, the people of Kherson put up incredible resistance, went on protests for more than a month, and announced to the whole world their clear position - \"Kherson is UKRAINE!\". Then peaceful demonstrations began to be dispersed, and people were arrested. But the resistance did not stop, it became \"silent\". Risking their lives, people hung yellow and blue ribbons, pasted leaflets, helped our army, donated to the needs of the Armed Forces of Ukraine. People left the city and region, saving their children. At their own peril and risk, they were sought out in improvised motorcades and broke through Russian checkpoints, filters, only to leave for the controlled Ukrainian territory or abroad. 60

But it was a dangerous \"road of life\" that not everyone could overcome. They died under shelling, from mines, or simply their cars with the inscriptions \"Children!\" were shot on the sly. Since we did not have a car, my family and I ended up in occupied Kherson, our native city. At first, we believed that the city would be liberated soon. But then we decided to leave. For a month I was looking for ways to take the children out. Life in the city became more and more unbearable. The Russian occupiers threatened not only the teachers, but also the parents, saying that they would deprive them of their parental rights and take away their children if we did not start studying according to Russian standards. I will not recount all the details. I cannot, it is psychologically difficult and will take a lot of time. My family was lucky. We were able to find a carrier who took us out of Kherson for a fee. After almost two months of occupation, I, my husband, our 15-year-old daughter and five-year-old son, my mother - together we found ourselves in relative safety and are still in Western Ukraine. We consciously made the decision to stay in Ukraine, because we believe in its Victory, in the fact that we will be able to return to our native city. But I am not only a Ukrainian, a mother and a woman, I am also a teacher. I had the opportunity to change schools, go to work in the area where I live now. I decided to continue being a teacher of Kherson Secondary School 41, this is my duty to my colleagues, students, and their parents. I clearly remember that on February 24, 2022, middle and senior classes were supposed to go to face-to-face classes after distance learning due to quarantine because of COVID-19. But it didn't work out. After February 24, the learning process was \"paused\"and a week later, it was decided to switch to a remote format. The first thing I did was to record a motivational video supporting my students. Like the rest of the teachers, I conducted English lessons in ZOOM, and taught materials on the Google Classroom platform, and also used messengers (Viber, Telegram) so that all students had the opportunity to continue their studies. Later, due to the security situation, we ended the school year early, a month earlier. The new school year brought new challenges. Since those teachers who remained in the occupied territories were forbidden to work due to their safety and the safety of their students, they were transferred to 2/3 payment. Several teachers turned out to be traitors, sided with the occupiers, and campaigned for Russian education. Some left with their families abroad and were freed. For example, in our school, among 8 English teachers, four retired, and I was the only one who left the occupation (it’s me). One of the key challenges faced by the education system in Ukraine is the shortage of qualified teachers. 61

The conflict has resulted in many teachers leaving the country or being forced to relocate, leaving schools with a shortage of staff. To address this issue, the Ministry of Education and Science has established programs to train and retrain teachers, as well as to recruit teachers from other regions of Ukraine. Additionally, international organizations such as UNICEF have provided support by funding teacher training programs and providing educational materials. Therefore, at the beginning of the new school year, the number of students and, accordingly, classes decreased. Most families were forced to move due to conflict and war. During their movement children usually miss out on education, leading to long-term consequences. In such a way remote learning is the best option for them. Or students met “face-to-face” with migration, displacement, and relocation. Differences in educational systems of Ukraine and other countries are another challenge for our children. They were forced to study simultaneously in two different schools. In such a way our students face significant challenges in accessing education, including language barriers, cultural differences, and the psychological impact of displacement. We as teachers should not only teach but also support our students, communicate with them. We should be ready to help at any time. That’s why we not only conduct lessons, but also hours of communication, various extracurricular activities, online meetings, consultations. Another challenge is the impact of the conflict on the mental health of children. Many children have been exposed to violence and trauma, resulting in high levels of stress and anxiety. The education system in Ukraine has responded by providing psychological support services to students and teachers, including counseling and other support services. To support our students, we try to smile, to use some supportive signs or reactions at the beginning and at the end of lessons. We have our “secret” gestures and phrases. We are not only teachers but we are also mentors, friends, psychologists and we are ready to hear, to listen to our students and to share our feelings. Despite these challenges, the education system in Ukraine remains committed to providing education to children affected by the conflict. Through the efforts of the Ministry of Education and Science, international organizations, and the dedication of teachers and students, progress is being made towards ensuring that children affected by the conflict have access to education and the opportunity to succeed. This year has taught us to value life and safety. We learned to work in shelters during constant shelling, without light, electricity, Internet connection. But we remained united. We have become unbreakable. We believe in victory and look for positive moments even where there seem to be none. As for me, my new motto is \"If you can't change the situation, circumstances, change your attitude towards them\". I try to look for the positive in my everyday life, in everything. And I try to share this positive with my students and my relatives. 62

Chapter 4. STE(A)M. teaching and learning.

What about STE(A)M? STE(A)M education has become a popular approach to learning in recent years. There is a strong connection between STE(A)M education and resilience. STE(A)M, which stands for Science, Technology, Engineering, Art, and Mathematics, provides students with a diverse set of skills that are essential for developing resilience. By engaging in STE(A)M activities, students are encouraged to think critically, problem-solve, and collaborate with their peers. These skills are important for building resilience as they enable students to adapt to new situations and overcome challenges. Furthermore, STE(A)M education teaches students to embrace failure as an opportunity to learn and improve, which is a major aspect of resilience. By fostering a growth mindset and providing students with the tools to tackle complex problems, STE(A)M education helps to prepare students for the challenges they may face in the future. Benefits. 1.encourages creativity, emotional intelligence, empathy, collaboration, and teamwork. These skills are essential for building resilience in students, helping them adapt to change and overcome challenges. 2.promotes interdisciplinary learning, which encourages students to apply their knowledge from various subjects to solve real-world problems 3.enhances students' creativity and innovation skills by providing opportunities to explore and experiment with different tools and technologies 4.develops students' collaboration and communication skills by working in teams to complete projects. 5.prepares students for future careers in science, technology, engineering, and math (STEM) fields, which are in high demand. Challenges. While STE(A)M education provides several benefits, it also presents some challenges. One of the primary challenges is the lack of resources and equipment required to implement STE(A)M activities effectively. Many schools struggle to provide access to advanced technologies and tools needed to teach STE(A)M subjects. Additionally, the STE(A)M approach requires specialized training for teachers to teach interdisciplinary subjects, which can be time-consuming and costly. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 64

Another challenge is the lack of diversity and inclusion within STE(A)M fields. To build resilience, students need to see themselves reflected in their learning environments and have opportunities to explore their own unique perspectives and interests. Addressing these challenges requires a concerted effort to provide all students with equal access to STE(A)M education and to create inclusive learning environments that celebrate diversity. Implementation Strategies. provide access to a range of resources and equipment to support STE(A)M education. offer professional development opportunities for teachers to gain the necessary skills and knowledge to teach interdisciplinary subjects. integrate steam subjects into the curriculum gradually, starting with small projects and building up to more complex ones. To tackle these challenges in STE(A)M education, it's imperative to have a joint effort involving schools, teachers, businesses, community organizations, and policymakers. We can overcome these challenges by increasing funding, ensuring access to resources, providing professional development opportunities, integrating STE(A)M into the curriculum, using fair assessments, and addressing issues of equity and diversity. These actions will guarantee that every student has the opportunity to receive high-quality STE(A)M education. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 65

the importance of teaching ste(a)m in primary school The primary school plays a meaningful role in cultivating children's inclination towards STE(A)M disciplines, thereby equipping them with essential skills to navigate future demands. STE(A)M education at this stage nurtures problem-solving aptitude, fosters a sense of curiosity and continuous learning, promotes a spirit of experimentation and embracing risks, cultivates teamwork and collaborative abilities, and effectively prepares children for the upcoming professional landscape. These acquired proficiencies enhance children's resilience and empower them to make well-informed choices in their future endeavors. Benefits of STEM Education in Primary Schools. enhances critical thinking and problem-solving skills by encouraging students to analyze and solve complex problems using scientific methods. promotes creativity by encouraging students to explore, experiment and innovate in their learning. fosters collaboration and teamwork skills as students work together on projects and experiments. prepares students for future careers in STEM fields, which are in high demand. Implementation Strategies. Teachers can integrate STEM subjects into the curriculum through hands-on, project-based learning activities. This approach allows students to apply their knowledge to real-world problems and develop a deeper understanding of STEM concepts. Teachers can use technology and multimedia resources to engage students in STEM subjects. This approach can enhance students' learning experiences and increase their interest in STEM fields. Teachers can collaborate with local businesses and organizations to provide students with opportunities to see how STEM concepts are applied in real-world settings. STE(A)M education is essential in primary schools as it provides students with the skills and knowledge they need to succeed in the modern world. STE(A)M education enhances critical thinking, creativity, collaboration and problem-solving, skills that will help children build resilience, as they learn to approach challenges with a growth mindset and find new ways to overcome obstacles. To implement STE(A)M education effectively, teachers can use hands-on, project-based learning activities, technology and multimedia resources, and collaborate with local businesses and organizations. By providing STE(A)M education in primary schools, we can equip students with the tools they need to succeed in the future. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 66

integrated ste(A)m teaching Integrated STE(A)M teaching is a pedagogical approach that emphasizes the integration of these subjects into the curriculum. This approach fosters critical thinking, problem-solving skills, creativity, and innovation, preparing students for future careers in STEM fields. Integrated STE(A)M teaching is a holistic approach that combines the arts and humanities with STEM subjects, providing students with a more comprehensive and well-rounded education. Benefits of Integrated STE(A)M Teaching. it enhances students' problem-solving skills by encouraging them to apply knowledge from various subjects to solve real-world problems. it promotes creativity and innovation skills by providing opportunities for students to explore and experiment with different tools and technologies. it develops students' collaboration and communication skills by working in teams to complete projects. it fosters a deeper understanding of STEM concepts by connecting them to the arts and humanities. it prepares students for future careers in STEM fields, which are in high demand. Implementation Strategies for Integrated STEAM Teaching. Teachers can integrate STE(A)M subjects into the curriculum gradually, starting with small projects and building up to more complex ones. Teachers can use project-based learning activities to allow students to apply their knowledge to real-world problems. Teachers can use technology and multimedia resources to enhance students' learning experiences and increase their interest in STE(A)M subjects. Teachers can collaborate with local businesses and organizations to provide students with opportunities to see how STE(A)M concepts are applied in real-world settings. Challenges of Integrated STE(A)M Teaching. While integrated STE(A)M teaching provides several benefits, it also presents some challenges. One of the primary challenges is the lack of resources and equipment required to implement integrated STE(A)M teaching effectively. Many schools struggle to provide access to advanced technologies and tools needed to teach STE(A)M subjects effectively. Additionally, integrated STE(A)M teaching requires specialized training for teachers to effectively teach interdisciplinary subjects, which can be time- consuming and costly. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 67

Integrated STE(A)M teaching provides numerous benefits to students, including enhanced critical thinking, problem-solving, creativity, collaboration, and communication skills. However, it also presents challenges such as the lack of resources and specialized teacher training. To implement integrated STE(A)M teaching effectively, schools should provide access to resources and equipment, offer professional development opportunities for teachers, and gradually integrate STE(A)M subjects into the curriculum. By providing integrated STE(A)M teaching, we can equip students with the tools they need to succeed in the future. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 68

Pedagogical Approaches and Trends in STE(A)M classroom In recent years, there has been a growing emphasis on integrating STE(A)M education into the classroom. Educators have recognized that this multidisciplinary approach can provide students with the skills and knowledge they need to succeed in the modern world to discuss the pedagogical approaches and trends in STE(A)M classrooms, including the benefits and challenges of each approach. Project-Based Learning A pedagogical approach that emphasizes learning through hands-on, inquiry-based projects. In STE(A)M classrooms, project-based learning can involve designing and building models, conducting experiments, or developing solutions to real-world problems. This approach encourages students to take ownership of their learning and fosters critical thinking and problem-solving skills. Project-based learning allows students to apply their knowledge to real-world situations, enhancing their understanding of STE(A)M concepts. Inquiry-Based Learning A trend in STE(A)M education that emphasizes student-driven exploration and investigation. Rather than simply providing students with information, inquiry-based learning encourages students to ask questions, research answers, and draw their own conclusions. This approach helps to build critical thinking skills and a deeper understanding of complex concepts. By taking ownership of their own learning, students become more resilient and better equipped to tackle new challenges. Collaborative Learning A pedagogical approach that emphasizes learning through group work and collaboration. In STE(A)M classrooms, collaborative learning can involve working in teams to complete projects, experiments, or simulations. This approach fosters communication and teamwork skills and provides opportunities for students to share ideas and learn from each other. Collaborative learning encourages students to take responsibility for their learning and promotes a deeper understanding of STE(A)M concepts. Design Thinking An approach to problem-solving that emphasizes empathy, collaboration, and creativity. In STE(A)M education, design thinking is often used to tackle real-world problems and challenges. By engaging in the design thinking process, students learn to identify problems, generate ideas, prototype solutions, and test their effectiveness. This approach helps to build resilience by encouraging students to embrace failure as an opportunity to learn and improve. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 69

Technology Integration A pedagogical approach that emphasizes using technology to enhance teaching and learning. In STE(A)M classrooms, technology integration can involve using computer programs, simulations, or online resources to support student learning. This approach provides students with opportunities to explore and experiment with different tools and technologies and enhances their understanding of STE(A)M concepts. Technology integration can also increase student engagement and motivation in STE(A)M subjects. Gamification A trend in STE(A)M education that involves using game design elements in the classroom. By incorporating elements like points, badges, and leaderboards into educational activities, teachers can create a more engaging and interactive learning experience. This approach helps to build resilience by encouraging students to persist in their efforts to achieve mastery and overcome challenges. Personalized Learning A pedagogical approach that emphasizes tailoring instruction to the unique needs and interests of each student. By providing students with more choice and control over their learning experiences, personalized learning can help to build resilience by fostering a sense of ownership and motivation. When students feel more invested in their learning, they are more likely to persist in the face of challenges and setbacks. Play-Based Learning A trend in STE(A)M education that emphasizes the use of play and exploration to promote learning. By providing students with opportunities to experiment and discover on their own, play-based learning can help to build resilience by fostering a sense of curiosity and creativity. When students are given the freedom to explore and take risks in a safe and supportive environment, they are more likely to develop the resilience they need to succeed in the future. Challenges of Pedagogical Approaches and Trends in STE(A)M Classroom. While the pedagogical approaches and trends in STE(A)M classrooms provide several benefits, they also present some challenges. One of the primary challenges is the lack of resources and equipment required to implement these approaches effectively. Many schools struggle to provide access to advanced technologies and tools needed to teach STE(A)M subjects effectively. Additionally, implementing collaborative learning and project-based learning approaches can be challenging for teachers who are used to more traditional teaching methods. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 70

Pedagogical approaches and trends in STE(A)M classrooms provide numerous benefits to students, including enhanced critical thinking, problem-solving, creativity, collaboration, and communication skills. Project-based learning, collaborative learning, and technology integration are some of the most popular pedagogical approaches used in STE(A)M classrooms. However, these approaches also present challenges such as the lack of resources and equipment and the need for specialized teacher training. To implement these approaches effectively, schools should provide access to resources and equipment, offer professional development opportunities for teachers, and gradually integrate STE(A)M subjects into the curriculum. By providing a multidisciplinary approach to education, we can equip students with the tools they need to succeed in the future. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 71

STE(A)M is about … careers! STEM careers are becoming increasingly popular as technology continues to advance and play a larger role in our daily lives. This section will discuss STEM careers, including the benefits, educational requirements, and potential career paths. Benefits of STEM Careers. STEM careers offer several benefits, including high salaries, job security, and opportunities for growth and advancement. According to the U.S. Bureau of Labor Statistics, the median annual wage for STEM occupations is significantly higher than the median annual wage for non-STEM occupations. STEM careers also provide job security, as the demand for professionals in these fields is expected to grow rapidly over the next decade. In addition, STEM careers offer opportunities for growth and advancement, as many of these professions require ongoing education and training to keep up with advances in technology and research. Educational Requirements for STEM Careers. The educational requirements for STEM careers vary depending on the field and level of specialization. For example, a bachelor's degree is typically required for entry-level positions in engineering, computer science, and mathematics, while medical professionals require advanced degrees and specialized training. Some STEM careers also require certifications or licenses, such as professional engineering licenses or certifications in specific programming languages or software. Students interested in pursuing a STEM career should consider taking STEM courses in high school and college and participating in extracurricular activities, such as robotics or coding clubs, to gain practical experience and develop the skills needed for these careers. Potential Career Paths in STEM. STEM careers offer a wide range of potential career paths, from research and development to healthcare and manufacturing. Some popular STEM careers include software developers, mechanical engineers, data scientists, medical professionals, and mathematicians. These professions offer opportunities to work in a variety of industries, such as healthcare, aerospace, energy, and technology. Additionally, STEM careers can provide opportunities to work on cutting-edge technologies and contribute to the development of new innovations that shape our world. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 72

STEM careers offer numerous benefits, including high salaries, job security, and opportunities for growth and advancement. Pursuing a STEM career requires a strong foundation in STEM education and ongoing learning and development to keep up with advances in technology and research. Students interested in STEM should consider exploring STEM fields and participating in extracurricular activities to gain practical experience and develop the skills needed for these careers. STEM careers provide opportunities to make a significant impact in the world by contributing to the development of new technologies and innovations that shape our future. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 73

Breaking the barriers: Stereotypes & biases STEM education is critical to preparing students for the future, but it's essential to recognize that many stereotypes and biases still exist in this field. Stereotypes and biases can create barriers for students from underrepresented groups and limit their opportunities in STEM fields. Addressing these issues is critical to ensuring that all students have access to the same opportunities and are encouraged to pursue careers in STEM. By engaging in STEAM education, students can challenge their own biases and those of others. They can learn about the contributions of people from diverse backgrounds to scientific and technological advancements, and gain a deeper appreciation for the value of diversity in these fields. Additionally, STEAM education often involves teamwork and collaboration, which provides students with the opportunity to work with peers from different backgrounds and perspectives. This can help to break down barriers and foster a sense of mutual respect and understanding. Prevalence of Stereotypes and Biases in STEM Education. Stereotypes and biases can arise from a variety of sources, including media portrayals, cultural beliefs, and personal experiences. In STEM education, these stereotypes and biases can manifest in several ways, such as assuming that boys are naturally better at math and science than girls, or that certain ethnic groups are not interested in STEM fields. These stereotypes and biases can lead to a lack of diversity in STEM fields, as well as lower achievement and interest levels among students who do not fit the stereotypical profile. Effects of Stereotypes and Biases in STEM Education. Stereotypes and biases can have a significant impact on how students perceive their own abilities and interests in STEM fields. For example, girls who are exposed to stereotypes that portray them as less capable in math and science are more likely to believe that they are not good at these subjects and less likely to pursue STEM careers. Similarly, students from underrepresented ethnic groups who are exposed to stereotypes that suggest that they are not interested in STEM fields may feel discouraged from pursuing these careers, even if they have an aptitude for these subjects. These effects can contribute to a lack of diversity in STEM fields and perpetuate the stereotypes and biases that limit opportunities for underrepresented groups. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 74

Strategies for Addressing Stereotypes and Biases in STEM Education. There are several strategies that educators and policymakers can use to address stereotypes and biases in STEM education. One approach is to provide students with positive role models and exposure to successful individuals from underrepresented groups in STEM fields. This can help to counteract negative stereotypes and biases and inspire students to pursue STEM careers. Another approach is to provide students with opportunities to engage in hands-on, project-based learning experiences that allow them to see the practical applications of STEM concepts and develop a sense of personal relevance and interest in these fields. Additionally, educators and policymakers can work to eliminate bias in hiring and recruitment practices in STEM fields, which can help to increase diversity and representation in these professions. Stereotypes and biases can have a significant impact on STEM education, including limiting opportunities for underrepresented groups and perpetuating negative stereotypes and biases. Addressing these issues requires a multifaceted approach, including providing students with positive role models, engaging them in hands-on learning experiences, and eliminating bias in hiring and recruitment practices in STEM fields. By working to address stereotypes and biases, educators and policymakers can help to increase diversity and representation in STEM fields and create opportunities for all students to succeed. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 75

collect rainwater INSTRUCTIONS Activity Flow Aim & Results Part 1: Climate Changes 20' Aim: Part 2: Water supplies maps 20' Promoting environmental awareness: educate students Part 3: Rainwater collection system 50' about the importance of conserving water and Students’ age: 8-11 years old understanding the water cycle. It encourages them to Total duration: 90 minutes explore sustainable practices by collecting rainwater for various purposes. Fostering scientific inquiry and experimentation: engage students in hands-on scientific inquiry by Materials& investigating how to effectively collect and store Resources: rainwater. It encourages them to develop hypotheses, conduct experiments, and analyze data to understand the process. Enhancing critical thinking and problem-solving skills: develop students' problem-solving abilities by challenging them to design and build their rainwater collection systems. It encourages them to think creatively, analyze constraints, and make informed decisions to optimize their designs. Results: The students will: understand the aspects of the water shortage problem. propose solutions to deal with the problem of water shortage. design and build a rainwater collection system. Magazines or newspapers, glue, pattern/construction paper, toilet/kitchen paper rolls, aluminum foil, plastic containers/ glasses, plastic pipe, pair of scissors, paper tape. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 76

INSTRUCTIONS Part 1. Climate change. Teacher begins the activity by asking students if they have ever heard the term \"climate change\" and what they think it means. Then they discuss their responses as a class. Teacher explains to students that climate change refers to a long-term change in the Earth's climate, caused by an increase in greenhouse gases in the atmosphere and asks students to brainstorm examples of how climate change might impact the environment (for example, melting ice caps, rising sea levels, extreme weather events, and changes in plant and animal habitats). Teacher distributes the magazines or newspapers, scissors, glue, and construction paper or poster board. Teacher instructs students to search through the magazines or newspapers to find images that represent climate change and its impact on the environment. They can cut out these images and glue them onto their construction paper or poster board to create a collage. After the students have finished their collages, the teacher asks them to share what they have created with the rest of the class. It is important for teachers to encourage them to explain the images they chose and why they felt they represented climate change. Part 2. water supplies maps. Teacher begins the activity by asking students if they know where the water they use in their home is coming from. Then they discuss their responses as a class. Teacher explains to students that we can take water from various sources, such as mountains, rivers, lakes, water desalination plants etc. Teacher brings a printed map of the city/town and all students together try to find their source of water and pin it on the map. Then each student tries to design the road the water follows from the source until their house. Note to teacher: If you do not have a printed map of the city/town he/she can use google maps or similar apps. Part 3. water purification system. In small groups of 3-4 students should design and build a model of a house and a rainwater collection system. Each team has at its disposal: pattern paper, toilet/kitchen paper rolls, aluminum foil, plastic containers/glasses, plastic pipe, pair of scissors, and paper tape. Note to teacher: The type and number of materials can be modified depending on what is available at the school. But it is important that all groups have access to exactly the same materials. Children can experiment with different constructions. There is no particular solution that is correct and it is not necessary for all the groups to follow the exact same design. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 77

Debriefing Questions How are you feeling right now? Has climate change affected our city/town? What sources of water do we have in our region? Is it possible to build a rainwater collection system? Is there only one possible design for the rainwater collection system? Group mission for the next activity Students will store the water gathered from the rain and collect some more from a nearby river or a lake and will try to clean it in activity 2. INSTRUCTIONS Resilience.Through STE(A)M and SEL. A Handbook for Teachers 78

clean water INSTRUCTIONS Activity Flow Aim & Results Part 1: Importance of clean water 20' Aim: Part 2: How can we clean water 20' Understanding the importance of clean water: educate Part 3: Water purification system 50' students about the significance of clean water for Students’ age: 9-11 years old human health, sanitation, and overall well-being. It helps Total duration: 90 minutes them recognize the value of access to clean water and the impact it has on communities and the environment. Exploring water filtration techniques: introduce students to various methods and technologies used to Materials& purify water. Through hands-on experiments or Resources: demonstrations, students can learn about filtration, distillation, and other techniques employed to make water safe for consumption. Encouraging problem-solving and critical thinking: it encourages students to think critically and find solutions to water contamination challenges. It promotes problem-solving skills by engaging students in activities where they brainstorm, design, and construct simple filtration systems or devise strategies to address water pollution issues in their local context. Results: The students will: understand the importance of clean water. discover the materials, how they can use them to filter water. design and build a water purification system. Magazines or newspapers, glue, pattern/construction paper, pair of scissors, paper tape, plastic bottles, cotton, coffee filters, stones, sand, tulle, plastic containers, activated carbon Resilience.Through STE(A)M and SEL. A Handbook for Teachers 79

INSTRUCTIONS Part 1. importance of clean water Teacher begins the activity by asking students if they have ever heard the term \"clean water\" and what they think it means. Then they discuss their responses as a class. Teacher explains to students that clean water is essential for human health and the health of the environment. Teacher distributes the magazines or newspapers, scissors, glue, and construction paper or poster board. Teacher instructs students to search through the magazines or newspapers to cut out pictures and words related to clean water and water pollution. After the students have finished their collages, the teacher asks them to share what they have created with the rest of the class. It is important for teachers to encourage them to explain the images they chose and why they felt they represented clean water. Part 2. how can we clean water? Teacher begins the activity by asking students what their thoughts are about the material we need to build a water purification system. After a small discussion about it the students are divided in small groups to research for the material, they need to build a purification system. Teacher can provide offline resources such as books or access to a PC/ tablet with internet access. Students write down their findings and present them in the class. Optionally, after students’ presentation, teacher can show them a video about a DIY water purification system https://youtu.be/60Big9Ut6Mc Note to teacher: If you do not have tablets/pcs/smartphones with internet access in your school, you can implement this activity in the school library. Part 3. water purification system. In small groups of 3-4 students should design and build a water purification system. Each team has at their disposal: plastic bottles, cotton, coffee filters, stones, sand, tulle, plastic containers, activated carbon Note to teacher: The type and number of materials can be modified depending on what is available at the school. But it is important that all groups have access to exactly the same materials. Children can experiment with different constructions. There is no particular solution that is correct and it is not necessary for all the groups to follow the exact same design. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 80

Debriefing Questions: How are you feeling right now? Is clean water important for mankind? Is clean water important for nature? What can we use to clean water? Is there only one possible design for the water purification system? INSTRUCTIONS Resilience.Through STE(A)M and SEL. A Handbook for Teachers 81

Chapter 5. resilience capacity building through ste(a)m and sel.

STE(A)M and SEL. Exploring the relationship. Over the last years, education has been evolving beyond traditional subjects to incorporate interdisciplinary approaches that integrate Science, Technology, Engineering, Arts, and Mathematics (STEM) fields. This holistic approach, known as STE(A)M education, recognizes the interconnectedness of these fields and encourages students to develop critical thinking, creativity, and problem-solving skills. However, the focus on academic knowledge and technical skills alone may not be enough to prepare students for the challenges of the 21st century. Socio-emotional learning (SEL) plays a significant role in supporting students' overall well-being and success in life. In this section, we explore the relationship between STE(A)M education and socio-emotional learning, highlighting the ways in which these two approaches complement and reinforce each other. One of the key aspects of STE(A)M education is fostering creativity and innovation. Through hands-on, experiential learning experiences, students are encouraged to think critically, solve complex problems, and work collaboratively. In the process, they develop socio-emotional competencies such as communication, teamwork, and adaptability. For example, when students work on a STE(A)M project, they often face challenges and setbacks that require resilience, perseverance, and self-regulation, which are important socio-emotional skills. Moreover, the artistic and creative elements of STE(A)M, such as design, aesthetics, and expression, provide opportunities for self-reflection, self-awareness, and emotional expression, which are part of socio-emotional learning. Socio-Emotional Learning provides a strong foundation for STE(A)M education. Social and emotional competencies are a key for students to thrive in a collaborative and interdisciplinary learning environment. SEL helps students develop a growth mindset, manage stress, navigate relationships, and make ethical choices, which are critical skills for success in STE(A)M fields. SEL also promotes a positive classroom culture where students feel safe, supported, and respected, which creates an optimal learning environment for STEAM education. At the same time, STE(A)M education can be a powerful context for SEL instruction. By incorporating SEL explicitly into STE(A)M curriculum and pedagogy, educators can help students understand and apply socio-emotional competencies in real-world contexts. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 83

For example, students can engage in reflective practices, such as journaling or self-assessment, to develop self-awareness and self-regulation skills while working on a STE(A)M project. Collaborative group work in STE(A)M projects can also provide opportunities for students to practice communication, teamwork, and conflict resolution skills. Additionally, students can explore ethical implications of technological innovations and design solutions that consider social and emotional impacts, fostering responsible decision-making and empathy. STE(A)M education and socio-emotional learning are intertwined and mutually reinforcing. It also provides a context for students to develop socio-emotional competencies through experiential, interdisciplinary learning experiences, while SEL provides a foundation for students to thrive in STE(A)M fields by developing social and emotional skills. Incorporating SEL into STE(A)M and vice versa can create a holistic and empowering educational experience for students, preparing them to become well-rounded individuals capable of navigating the challenges and opportunities of the 21st century. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 84

Building resilience. Through STE(A)M and SEL. You already found out that resilience is a skill essential for success in life, but how can it be built through a combination of STE(A)M and social-emotional learning (SEL) activities? Providing opportunities for students to explore, experiment, problem-solve, and develop social-emotional skills might be challenging, but necessary for teachers to support the development of resilience in their students. In this section we will provide an outline of how you as a teacher can use STE(A)M and SEL activities to build your students’ resilience. Primary school students are at a critical developmental stage and they can greatly benefit from building resilience skills through STE(A)M and SEL. Teachers can help students develop resilience by incorporating STE(A)M activities that encourage problem-solving and critical thinking, and SEL practices that foster self-awareness, social awareness, self-management, and relationship skills. STE(A)M activities such as coding, robotics, and engineering challenges can help students build resilience by providing opportunities to practice perseverance, creativity, and collaboration. These activities require students to work through challenges and setbacks, and to persist until they find a solution. When students are engaged in these activities, they can build their confidence in their ability to problem-solve and overcome obstacles. On the other hand, SEL practices such as mindfulness, self-reflection, and relationship-building can also help students develop resilience. These practices foster self-awareness, social awareness, and self-management, which are all essential skills for building resilience. By promoting social-emotional learning in the classroom, teachers can help students develop the skills they need to navigate social and emotional challenges and to build positive relationships with others. Implementation strategies. One key strategy is to promote a growth mindset, which is the belief that one's abilities and intelligence can be developed through hard work, effort, and persistence. STE(A)M activities provide opportunities for students to experiment, fail, and learn from their mistakes, which helps them develop a growth mindset. SEL strategies, such as self-awareness and self-regulation, also support growth mindset development by helping students recognize their emotions, manage stress, and develop coping skills. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 85

Another strategy is to promote problem-solving skills. STE(A)M activities provide opportunities for students to solve problems and overcome challenges in a safe and supportive environment. Students will be encouraged to work collaboratively, communicate effectively, and think critically to find solutions. SEL strategies, such as social awareness and responsible decision-making, also support problem-solving by helping students understand different perspectives and make ethical choices. A great strategy to help build resilience is to promote curiosity and creativity. STE(A)M activities can spark curiosity and encourage students to ask questions, explore, and think creatively. Teachers will use SEL strategies, such as relationship-building and positive communication to create a safe and supportive environment that encourages students to take risks and express themselves creatively. Building resilience through STE(A)M and SEL requires a focus on community and relationships, creating a classroom culture that emphasizes empathy, kindness, and respect, which helps students feel connected and supported. For example, students can practice self-awareness by reflecting on their emotions during an experiment, or they can practice responsible decision-making by considering the potential impact of their actions on the environment. Primary school students are in the position of developing essential skills and strategies for navigating life's challenges if they master the ability to build resilience through STE(A)M and SEL. By promoting growth mindset, problem-solving skills, curiosity and creativity, and community and relationships, teachers may show the way for students to achieve resilience and well-being. In order to effectively build resilience through STE(A)M and SEL, teachers should also model these skills themselves. Teachers can model resilience by persevering through challenges, seeking out support when needed, and building positive relationships with their students and colleagues. By modeling these skills, teachers can help students see the value of building resilience and can provide a safe and supportive environment for them to practice these skills. Incorporating STE(A)M and SEL into the classroom can help build students' resilience and equip them with important life skills that will serve them well in the future. By creating a safe and supportive learning environment and providing opportunities for inquiry-based learning, teachers can help students develop the skills and mindset they need to overcome challenges and thrive. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 86

Infusing SEL principles into STE(A)M learning. Social-Emotional Learning (SEL) is a critical component of education that focuses on developing students' social and emotional competencies, such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. At the same time, STE(A)M (Science, Technology, Engineering, Arts, and Mathematics) education promotes interdisciplinary learning and the development of critical thinking, problem-solving, and creativity skills. The integration of SEL principles into STE(A)M learning can enhance the educational experience and prepare students for success in the 21st century. In this paper, we explore the importance of infusing SEL principles into STE(A)M learning and provide practical strategies for educators to implement in their classrooms. One of the key reasons for infusing SEL principles into STEAM learning is that it helps students develop a holistic set of skills for their personal and academic growth. SEL skills, such as self-awareness and self-management, can help students understand their emotions, manage stress, and regulate their behavior, which are essential for their well-being and success in any learning environment. By incorporating SEL principles into STE(A)M learning, educators can create a supportive and inclusive classroom culture where students feel safe to express their emotions, take risks, and collaborate effectively with their peers. This can foster a positive learning environment that promotes engagement, motivation, and higher-order thinking skills. SEL principles can enhance the creative and collaborative aspects of STE(A)M learning. For example, when students work on STE(A)M projects that require problem-solving and design thinking, SEL skills such as communication, teamwork, and empathy play a critical role. Students need to effectively communicate their ideas, collaborate with their peers, and consider the needs and perspectives of others during the design and implementation process. SEL principles can also foster creativity by encouraging students to reflect on their own thoughts and emotions, take risks, and think divergently. This can lead to more innovative and unique solutions in STE(A)M projects. Infusing SEL principles into STE(A)M learning can promote ethical decision-making and responsible use of technology. As students engage with technology in STE(A)M fields, they need to develop a deep understanding of the ethical implications of their actions. SEL skills such as responsible decision-making and ethical reasoning can help students critically evaluate the potential consequences of their choices and make responsible choices in the use of technology. Additionally, SEL principles can foster empathy and consideration for the social and emotional impacts of technological innovations, leading to more responsible and ethical use of technology in STE(A)M fields. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 87

Practical strategies for infusing SEL principles into STE(A)M learning can include: Explicitly teaching SEL skills through dedicated lessons or activities that focus on self- awareness, self-management, social awareness, relationship skills, and responsible decision- making. Incorporating reflection and self-assessment activities that encourage students to reflect on their emotions, thoughts, and behaviors during STE(A)M projects. Promoting a positive classroom culture that values inclusivity, empathy, and collaboration, and encourages students to express their emotions and perspectives openly. Providing opportunities for cooperative learning, teamwork, and peer collaboration in STE(A)M projects to develop social skills and build positive relationships. Incorporating real-world, authentic problems into STE(A)M projects that require students to consider social and emotional aspects in addition to technical and academic knowledge. Encouraging open discussions and debates about ethical implications of technology and promoting critical thinking and responsible decision-making in the use of technology in STE(A)M fields. Providing ongoing support and feedback to students on their SEL skills development throughout the STE(A)M learning process. Infusing SEL principles into STE(A)M learning creates a powerful educational experience that nurtures students' social and emotional competencies alongside their technical and academic skills. By intentionally integrating SEL principles into STE(A)M learning, educators can create a balanced approach that promotes not only cognitive development but also emotional intelligence, empathy, collaboration, and responsible decision-making skills. This can better prepare students for the complexities of the 21st century workforce and society, where social and emotional competencies are highly valued. It can help create a more inclusive and equitable learning environment. SEL principles emphasize the importance of understanding and valuing diverse perspectives, building positive relationships, and promoting empathy and compassion towards others. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 88

By incorporating SEL principles into STE(A)M learning, educators can create opportunities for students to engage with diverse perspectives, cultures, and ideas, and promote mutual understanding and respect among students. This can contribute to a more inclusive classroom culture where all students feel valued, respected, and included, regardless of their background or abilities. It's important to note that infusing SEL principles into STE(A)M learning does not require separate lessons, but rather an integrated approach that weaves SEL concepts and practices into the fabric of STE(A)M instruction. This can be achieved through intentional lesson planning, incorporating SEL- related discussions and reflections into STE(A)M projects, and providing opportunities for students to practice and apply SEL skills in authentic contexts. Moreover, professional development and support for educators on integrating SEL principles into STE(A)M learning can further enhance their ability to create a comprehensive and effective SEL-STE(A)M integration. Infusing SEL principles into STE(A)M learning can foster a more holistic, inclusive, and effective educational experience for students. By intentionally incorporating SEL skills and practices into STE(A)M instruction, educators can help students develop social and emotional competencies alongside technical and academic skills, promote creativity, collaboration, and responsible decision-making, and create a positive classroom culture where all students feel valued and included. This integrated approach can better prepare students for the challenges and opportunities of the 21st century, and contribute to their overall well-being and success. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 89

What is experiential learning? A brief introduction. Experiential learning is an approach to education that emphasizes hands-on, real-world learning experiences. When combined with STEM (science, technology, engineering, and math) education and social-emotional learning (SEL), experiential learning can provide students with a powerful and effective learning experience that prepares them for success in all areas of life. One example of experiential learning through STE(A)M and SEL is a project-based learning approach. In this approach, students work collaboratively to solve real-world problems, using their STEM skills and social and emotional skills to work effectively as a team. For example, students may work on a project to design and build a sustainable energy solution for their school or community. This project would require students to use their STEM skills to research and design a solution, as well as their social and emotional skills to communicate effectively, work collaboratively, and solve problems as a team. Another example of experiential learning through STE(A)M and SEL is through the use of simulations and role-playing activities. These activities can provide students with a safe and supportive environment to practice and develop their social and emotional skills. For example, students may participate in a simulation that requires them to work together to solve a problem, such as a natural disaster or a business challenge. This simulation would require students to use their STEM skills to solve the problem, as well as their social and emotional skills to communicate effectively, work collaboratively, and make responsible decisions. Experiential learning through STE(A)M and SEL can also involve field trips and community service projects. Students may visit a local science museum or technology center to learn about STEM concepts in a real-world setting. Or, students may participate in a community service project that requires them to use their STEM skills to help solve a community problem, such as designing and building a community garden. Experiential learning through STE(A)M and SEL can provide students with a powerful and effective learning experience that prepares them for success in all areas of life. By incorporating hands-on, real- world learning experiences that require students to use their STEM skills and social and emotional skills, educators can create a holistic approach to education that prepares students for success in the 21st century. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 90

what is energy? Activity Flow Aim & Results Part 1: Connection with the environment Aim: Students will be able to define the concept of 20' energy, distinguish the differences between the Part 2:Discover through exploration 20' meanings of the concept of energy, and become Part 3: Another kind of energy 30' aware of the impact of energy use on the Part 4: Reflection time 30' environment. Students’ age: 7-11 years old Results: 1.Students can define the concept of energy and identify various forms of energy, Total duration: 100 minutes including potential, kinetic, thermal, electrical, and chemical energy; 2. Students can distinguish between the meanings of the concept of energy; 3. Students become aware of the impact of their actions and energy use on the environment. INSTRUCTIONS Materials& Online material resources: Song \"Nature and Ecology\" Resources: https://www.youtube.com/watch?v=VW_CJV9FyK8 Offline material resources: Flipchart paper and markers to record responses Part 1 \"Connection with the environment\" This activity opens the series of experiential activities through which students will learn practically, actively, starting from personal experiences on which they will later reflect to extract the lessons. Children will understand the concept of energy through exploration, observation, and direct connection with the environment. We encourage you to take full advantage of the experiential spaces of the school or surroundings, such as: the schoolyard, the nearby park, the forest, a place near a river, etc. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 91

\"A child is educated by everything that surrounds him: the field, the forest, the river, the sea, the mountains, the swallows, the cuckoo. Do everything possible to make your children love everything around them, because without love for nature and animals, humans cannot fully feel what we call, with the most wonderful of words - LIFE.\" C. Mihăescu INSTRUCTIONS Part 2. Discover through exploration Outside of the classroom, depending on the place you have chosen for this activity, the students will discover through exploration what energy is and what the sources of energy are. They will learn about the significance of “positive energy”. Positive energy refers to the energy that is generated from renewable sources like solar, wind, or hydropower, which is seen as a more sustainable and environmentally friendly form of energy compared to non-renewable sources like coal or oil. Positive energy can also refer to a state of being that is characterized by optimism, happiness, and a constructive outlook on life. Ask the students to take a walk, observe the space around them, the sounds, noises, smells, air, wind, etc. Then, ask them to sit comfortably, close their eyes, and for 2 minutes, without talking, think about what they have observed, felt, smelled, heard. Clap your hands when the two minutes are up and initiate a brief conversation related to what the students experienced. You can use the following questions: What did you see? What did you hear? What did you feel? What did you smell? What caught your attention? What did you like? What didn't you like? What would you have liked to do? Resilience.Through STE(A)M and SEL. A Handbook for Teachers 92

INSTRUCTIONS Part 3- Another kind of energy After the students have defined the concept of energy and discussed its importance, you can continue the activity by explaining to the students other significance of positive energy and how they can get it. You can talk and give examples about: Kindness: Encouraging students to be kind to one another, sharing, and showing empathy are great ways to promote positive energy. Positive self-talk: Teach students to use positive self-talk, such as saying \"I can do it\" or \"I am capable,\" to help build self-confidence and positive energy. Helping others: Encouraging students to help their classmates can promote positive energy. Gratitude: Teaching students to appreciate the good things in their lives and expressing gratitude can also promote positive energy. Exercise: Engaging students in physical activity can help boost their mood and energy levels, promoting positive energy. Creativity: Encouraging students to express themselves creatively, through art or music, can also promote positive energy. Mindfulness: Teaching mindfulness exercises, such as deep breathing or meditation, can help students focus their energy and promote positive thinking. Remember it to your students that positive energy comes from within. Direct experience Guide students to explore the surrounding environment, identify different sources of energy while practicing positive energy. They can interact with each other, help each other, practice short mindfulness exercises, observe and describe energy sources such as the sun, wind, water, plants, animals, etc. Ask them to note or draw these sources of energy on flipchart paper. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 93

INSTRUCTIONS Part 4. Reflection Time! Reflection and discussion: After the students have identified the sources of energy in the surrounding environment, you can initiate a discussion in the class. Use debriefing questions to encourage them to express their observations and impressions. Debriefing Questions: How are you feeling right now? Did you feel something different? Do you think you have created positive energy? What sources of energy did you observe in the surrounding environment? Which of these sources of energy do you think are important for us and why? How do we use these sources of energy in daily life? What are the advantages and disadvantages of using these sources of energy? Group mission for the next activity Students will collect leaves of various sizes, shapes, and colors which they will bring to class and use for various experiments. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 94

annex Resilience.Through STE(A)M and SEL. A Handbook for Teachers 95

plant energy Activity Flow Aim & Results Part 1: Energy is everywhere 40' Aim: Students will learn about how plants produce Part 2:Plants under the magnifying glass energy through photosynthesis by practicing 30' mindfulness observation and exploration of plants Part 3:Mindful Plant Observation 30' with a microscope. Students’ age: 7-11 years old Results: 1.Students will become more aware of their thoughts and feelings as they observe the plants Total duration: 100 minutes through the microscope and reflect on their experiences. 2. Through the practice of mindfulness students will develop better emotional regulation skills, which can INSTRUCTIONS be applied in other areas of their lives. 3. Completed microscope observation sheets or drawings of plant samples created by each student or pair of students. Students will be able to see details of the plants that they may not have noticed before, leading to a better understanding of the natural world around them. Materials& Fresh green plant leaves (for example, leaves with chlorophyll, such as Resources: spinach leaves or other leaves) Water Source of strong light (for example, a lamp or the sun) Plate or flat dish Filter paper / absorbent paper A pencil or marker Magnifying glass (optional) Microscope Chemistry experiment kit Resilience.Through STE(A)M and SEL. A Handbook for Teachers 96

INSTRUCTIONS This activity can be connected with the first activity presented if at the end of the first activity you launch for the students the following challenge. Group mission for the next activity: Students will collect leaves of various sizes, shapes, and colors which they will bring to class and use for various experiments. Part 1. Energy is everywhere Begin by discussing with the students about energy and its importance in our daily lives. You can use simple examples such as the energy needed to move, cook food, or power electronic devices. Ask the students what sources of energy they know and what their favorite sources of energy are. Show pictures of different plants, ask students to identify what they have in common and introduce the idea that energy is everywhere and living things also use energy to grow, move, and thrive. Have students work in pairs to create a chart of different living things and the energy sources they use. Use a whiteboard to create a visual representation of the different energy sources. Part 2. Plants under the magnifying glass Introduce the idea that plants also produce energy through the process of photosynthesis and that you will conduct an experiment to investigate this process. Experiment. Use a magnifying glass/microscope to observe the details of the leaves and discuss their structure. Divide the collected leaves into smaller pieces - you can cut them into thin strips. Place strips of leaves on a filter paper/absorbent paper and mark the bottom of the paper with a pencil or marker. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 97

INSTRUCTIONS Add water to a plate or flat vessel so that it reaches about halfway up the height of the filter paper. Place the filter paper with the leaves on the plate or in the vessel and make sure the bottom of the paper is in contact with the water, but the leaves are not submerged in water. Place the plate or vessel in a strong light source (such as a lamp or the sun) and let the experiment sit for about 15 minutes until the water rises up the filter paper and reaches the top. Observations and Conclusions After waiting the necessary time, stop the experiment and carefully remove the filter paper from the water. Discuss the observations with the students. They should observe that the water has risen up the filter paper and reached the top of the paper, forming patches of color depending on the leaves used. Explain to them that this effect is due to the process of photosynthesis, in which plants convert solar energy into chemical energy to produce the nutrients necessary for their growth and development. Discuss with the students the importance of photosynthesis in the food chain, as well as the role of plants as a source of energy for other organisms. Have students work in pairs to create a class chart or poster summarizing the key components of photosynthesis and the importance of plant energy. Encourage them to make connections between their experiment and how plants are a source of energy in everyday life and in the functioning of ecosystems. Part 3. Mindful Plant Observation Students will practice mindfulness and emotional regulation skills by observing plants through a microscope and reflecting on their thoughts and feelings. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 98

INSTRUCTIONS Explain that students will be practicing mindfulness by observing plants through a microscope and reflecting on their thoughts and feelings. Provide students with microscopes and plant samples and instruct students to spend a few minutes quietly observing the plants through the microscope. Encourage students to focus on the details of the plants and their movements, and to pay attention to their thoughts and feelings as they observe. After a few minutes, instruct students to take a break from observation and write down some notes on their thoughts and feelings. Ask students to reflect on their feelings and share with their peers how they felt during the experiment. Debriefing Questions: What did you notice about the plant that you were observing? How did you feel while you were observing the plant? Did your feelings change over time? What details did you notice about the plant that you might have missed if you were not practicing mindful observation? How did the act of observing the plant mindfully affect your overall sense of well-being? How might you apply the skills you learned during this activity to other areas of your life? Did you notice any patterns or connections between the plant you observed and other plants or living things in nature? How might practicing mindful observation of plants help you develop a greater appreciation for the natural world? What did you learn about yourself during this activity? Did you discover anything new about your own thoughts, feelings, or perceptions? How might you use what you learned during this activity to practice mindfulness in other areas of your life? What surprised you the most during this activity, and why? Resilience.Through STE(A)M and SEL. A Handbook for Teachers 99

INSTRUCTIONS Resilience.Through STE(A)M and SEL. A Handbook for Teachers 100