ENG_HANDBOOK

Resilience A HANDBOOK FOR TEACHERS Through STE(A)M and SEL



Keywords STEM, STE(A)M, Socio-Emotional, Emotion, Learning, Copyright Resilience, Primary School, Students Authors Asociația EDUVITAL - EDUCAȚIA ESTE VITALĂ. Reproduction and Contributors dissemination of materials from the \"Resilience. Through STE(A)M and ISBN SEL. A Handbook for Teachers\" for educational or other non- Design commercial purposes is authorized without prior written permission from the copyright holders, provided the source is fully acknowledged. Reproduction of material in this HANDBOOK for resale or other commercial purposes is prohibited without the written permission of the copyright holders. EDUVITAL - EDUCAȚIA ESTE VITALĂ NGO, Republicii str., no. 35, Râmnicu Vâlcea, Vâlcea, Romania Elena Corina ROGOVEANU Nicoleta Livia BARBU Nektarios FARASOPOULOS Daniele NUBILE Nina KRASYLOVA Kateryna PUHACHOVA Maryna KAMINSKA Svetlana YAKIVIUK 978-973-0-38450-5 Elena Corina ROGOVEANU Nicoleta Livia BARBU Published in May 2023. The views expressed in this publication are those of the authors and not necessarily those of EUN Partnership AISBL or the organizations that supported the publication. The content of this document is the responsibility of the authors and does not represent the position of European Schoolnet. EUN is not responsible for how the information contained is used. PUBLISHED UNDER THE TERMS AND CONDITIONS OF THE ATRIBUTTION 4.0 INTERNATIONAL (CC BY 4.0). https://creativecommons.org/licenses/by/4.0/

Content 1.Introduction Foreword. 6 About the authors & contributors. 7 Lifelong Learning. Formal and non-formal. 9 2. Socio-Emotional Health and SEL. 13 16 What is Social Emotional Health? 18 SEL for Mental Health and Well-Being. 20 What is Well-Being? 24 The importance of Well-Being in schools. 31 Applying theory to the development of approaches to SEL. 34 Activity 1. Mindful Breathing. Activity 2. Emotion Charades. 39 42 3. The Case of Resilience. 45 49 The case of Resilience through Emotions. 52 Emotional Resilience. Do we have it? 54 Building Resilience. Through non-formal education. Activity 1. Emotion Exploration. 64 Activity 2. Trust Walk. 66 Spotlight. Resilience in time of crisis. 67 69 4. STE(A)M. Teaching and Learning. 72 74 What about STE(A)M? 76 The importance of teaching STE(A)M in primary school. 79 Integrated STE(A)M Teaching. Pedagogical Approaches and Trends in STE(A)M classroom. STE(A)M is about … careers. Breaking the barriers: Stereotypes & biases. Activity 1. Collect Rainwater. Activity 2. Clean Water. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 4

5. Resilience Capacity Building through STE(A)M and SEL. STE(A)M and SEL. Exploring the Relationship. 83 Building Resilience. Through STE(A)M and SEL. 85 Infusing SEL principles into STE(A)M learning. 87 What is Experiential Learning? A brief introduction. 90 Activity 1. What is Energy? 91 Activity 2. Plant Energy. 96 Spotlight. Hero's Journey for Building Resilience STE(A)M CAMP. 101 6. Conclusion 105 7. References 106 Resilience.Through STE(A)M and SEL. A Handbook for Teachers 5

FOREWORD Most of us have heard about STE(A)M, but what about introducing a new approach to STE(A)M education: the use of emotional intelligence to pave a way for an inclusive, diverse and equitable classroom and to create a path for the acquisition of skills and competences needed for the future? In a world in constant motion and even though more and more research points out how emotions affect learning, schools continue to focus on academic performance while frequently ignoring heart-centered and emotional intelligence-related skills. We must all seek to investigate the benefits of developing emotional intelligence in addition to the more conventionally developed forms of cognitive intelligence. Learning should start in an environment that increases self-awareness, empathy, self-regulation, resilience, problem solving skills, and responsible decision making. Whether you are a new teacher or an experienced educator, this handbook will provide you with valuable insights and practical tools for incorporating STE(A)M education and resilience-building into your teaching practice. By working together with your students to develop their STE(A)M skills and build their resilience, you can help to create a brighter and more successful future for us all. As teachers, you have the power to make a difference in the lives of your students, no matter their social, economic, or geographical backgrounds. However, this can be a challenging task, especially in today's diverse classrooms, where children come from all corners of the world. We are proud to present our answers through “Resilience. Through STEAM and SEL”, and we hope this Handbook will shift your perspective on STE(A)M education and the concepts of inclusiveness, resilience and well-being in learning environments. The Authors Resilience.Through STE(A)M and SEL. A Handbook for Teachers 6

Authors Elena Corina Rogoveanu is the founder and president of the Eduvital Association - Education is vital. She has over 11 years of experience in education and currently she is teaching in primary level. She was involved in projects and volunteering activities through which she tried to combat school dropout and contribute to the personal, professional and social development of students. As a Scientix Ambassador, eTwinning Ambassador and Erasmus+ coordinator she involved students and teachers in numerous activities. Barbu Nicoleta Livia is a member of the Association and is responsible for managing European projects (Project Officer). With over 20 years of experience in early childhood/ primary school education, she has dedicated her career to creating nurturing and engaging learning environments that foster a holistic development of young minds. She consistently go above and beyond to create relevant teaching/learning opportunities and positive relationships with her students and their families. As a Scientix & eTwinning Ambassador, she is eager about promoting innovative teaching practices and incorporating STEM education into the preschool curriculum. She is committed to staying updated with the latest educational research and actively engages in professional development opportunities to enhance her skills and competencies. Nektarios Farasopoulos is a primary school teacher and for the last few years, he has been a principal at the Primary School of Ano Syros. Also, he is working as an eTwinning and Scientix Ambassador in the South Aegean Region in Greece. He holds master's degrees in Educational Leadership and Adult Education. He has attended numerous educational activities delivered by organizations such as the European Schoolnet, CERN, European Space Agency and others, he has also distinguished himself in national and European educational competitions. He has been involved in creating and supporting Massive Open Online Courses (MOOCs) for educators and has also created educational scenarios about STE(A)M. Daniele Nubile is an international trainer in the field of European non-formal education. With a focus on topics such as emotional intelligence, volunteering, education for sustainable development, inclusion, and professionalization of local and international youth work through the development of competences, Daniele aims to create inclusive learning environments that foster growth and development. His work has centered around supporting young people, youth workers and other trainers in their personal and professional development, and empowering them to create positive change in their communities. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 7

CONTRIBUTORS Kateryna Puhachova - PhD student in Vocational Education and Training, professor’s assistant of English Philology Department at Vinnytsya Mykhailo Kotsiubynsky State Pedagogical University. At the same time is a Erasmus+ project manager at Folkuniversitetet Uppsala. She is a young scientist who focuses on applying digital tools to foreign language teaching and making education more digitized. Her research mainly focuses on training future teachers to use digital visuals during their language teaching. In addition, she also researches how to adapt traditional teaching approaches into an online format and their impact on student progress. Maryna Kaminska - EFL teacher, Ph.D. in English Philology, associate professor at Vinnytsia State Pedagogical University (Vinnytsia, Ukraine). Participant in the British Council in Ukraine project \"New Generation School Teacher'', Erasmus+ (K2 mobility) cooperation coordinator. Educational manager with in-depth knowledge of the formal education system in Ukraine. Pursuing the life-long-learning concept, she is a constant participant in various professional trainings and projects, both in Ukraine and globally. Nina Krasylova is an EFL teacher and a British Council teacher trainer from Putyvl Lyceum #1 named after R.Rudnev, Putyvl, Sumskaya Oblast (Sumy Region), an eTwinning Ambassador, a finalist of TEA Fulbright Program 2008. Svetlana Yakiviuk has over 17 years of teaching experience and is currently teaching as an English teacher in Kherson Secondary School 41, Kherson, Ukraine. Since 2019 she has participated in various eTwinning projects, the Climate Action Project. She also participated in the British Council Teaching and Learning in Difficult Times training course for Ukrainian teachers (March, 2023). Constant professional development gives her the motivation to find new forms and tools for successful teaching. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 8

Lifelong Learning. Formal and non-formal. Education is not limited to the confines of the classroom or the years of formal schooling. In today's rapidly changing world, learning has become a lifelong journey that extends beyond traditional educational settings. This section will explore the concept of lifelong learning, including both formal and non-formal learning opportunities and highlight the importance of continuous learning for teachers and students alike. Understanding Lifelong Learning It refers to the ongoing process of acquiring knowledge, skills and attitudes throughout one's entire life, going beyond formal education and including learning that takes place in various contexts, such as the workplace, community, and personal interests. Lifelong learning is essential in the 21st century, as it equips individuals with the ability to adapt to changing environments, acquire new skills and stay relevant in a rapidly evolving world. Formal Learning Formal learning encompasses the traditional educational systems, such as schools, colleges, and universities. It follows a structured curriculum, is typically led by trained educators, and often results in formal qualifications, such as diplomas or degrees. Formal learning provides a strong foundation of knowledge and skills and it plays an important role in preparing individuals for their chosen careers. As you are actively involved in formal learning you have the responsibility to create engaging, inclusive, and effective learning experiences for your students. Non-Formal Learning Non-formal learning, on the other hand, refers to learning that takes place outside of formal educational settings. It can occur in various settings, such as workshops, seminars, training programs, community-based programs, online courses, and self-directed learning. Non-formal learning is typically learner-driven, flexible, and self-paced, and it provides opportunities for individuals to pursue their interests, develop new skills, and engage in lifelong learning beyond the traditional classroom. You can always leverage non-formal learning opportunities to complement and enhance formal learning experiences for your students. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 9

Importance of Lifelong Learning for Teachers As teachers, it is necessary to recognize the importance of lifelong learning for ourselves as well. The world keeps changing, and so does education, technologies, and expectations. Engaging in lifelong learning allows teachers to stay updated with the latest research, pedagogical approaches, and technology trends, and it empowers them to continuously improve their teaching practices. Lifelong learning also fosters a growth mindset, inspires creativity, and enhances professional development, which can benefit both teachers and their students. Teachers can model the importance of lifelong learning to their students by showcasing their own learning journeys and encouraging students to embrace lifelong learning as well. Benefits of Non-Formal Learning Non-formal learning can provide numerous benefits for both teachers and students. For teachers, non-formal learning opportunities can enhance their professional development by providing specialized training, workshops, or certifications. It can also expose them to innovative teaching methods, new technologies, and diverse perspectives that can enrich their teaching practices. Non- formal learning can also help teachers stay motivated, inspired, and engaged in their profession by exploring their own interests and passions. For students, non-formal learning means they can learn about things that aren't part of their regular classes. They can learn practical skills and discover new things they're interested in. It also helps them become better at learning on their own. Non-formal learning can make students really enjoy learning and want to keep doing it even after they finish school. Integrating Formal and Non-Formal Learning Teachers should integrate formal and non-formal learning to create a comprehensive and holistic learning experience for their students. By incorporating non-formal learning opportunities, such as workshops, guest speakers, or online courses, into the formal curriculum, students have the opportunities to apply their knowledge and skills in real-world contexts. It is a way for making learning more relevant and engaging, and it helps the students connect their classroom learning with the real world. You can also encourage students to pursue their own interests and passions through non-formal learning opportunities, provide guidance and support to help them set learning goals and track their progress. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 10

Furthermore, you can also engage in non-formal learning opportunities to enhance your own professional development. Non-formal learning helps you stay updated with the latest educational trends, technologies, and research, and enables you to continuously improve your teaching practices. Formal learning provides a strong foundation of knowledge and skills, while non-formal learning offers opportunities for self-directed learning, personal growth, and exploration of interests and passions. By integrating formal and non-formal learning in your teaching practices, you can create a comprehensive and holistic learning experience for your students and foster a culture of lifelong learning. Embracing lifelong learning can also inspire and motivate your students to become lifelong learners themselves, equipped with the skills and mindset to thrive in the fast-paced and ever-changing world of the 21st century. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 11

Chapter 1. Socio-Emotional Health and Social emotional learning

What is social emotional health? By definition, social-emotional health refers to the ability to understand and regulate one's own emotions, as well as to form and maintain positive relationships with others. It encompasses a wide range of skills and competencies, such as self-awareness, self- management, social awareness, relationship skills, and responsible decision-making. In general, Individuals who are socially and emotionally healthy are better equipped to manage stress and anxiety, communicate effectively, and develop strong interpersonal connections. They are also more resilient in the face of challenges and are better able to cope with adversity. As understandable, social-emotional health reveals to be important for individuals of all ages, but it is especially critical for children and adolescents, as they are still developing many of the skills and competencies necessary for success in school and in life. Being among their main reference figures, teachers play a crucial role in promoting social- emotional health by providing supportive environments, teaching emotional regulation skills, and modeling positive social interactions. In a classroom setting, students who are socially and emotionally healthy tend to be more engaged in the learning process, are better able to regulate their emotions and behavior, and have stronger relationships with their peers and teachers. Possible implementation strategies that teachers can use to promote social-emotional health in their classrooms are: 1. Create a Positive Classroom Environment Teachers can create a positive classroom environment by fostering a sense of community and belonging among their students. This can be achieved by encouraging open communication, practicing active listening, and demonstrating respect and empathy for each student. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 13

2. Teach Emotional Regulation Skills Emotional regulation skills are important for helping students manage their emotions in a healthy way. Teachers can teach these skills by modeling emotional regulation techniques, such as deep breathing or taking a break to calm down, and providing opportunities for students to practice these skills in the classroom. 3.Provide Opportunities for Positive Relationships Positive relationships with peers and teachers are important for students' social-emotional health. Teachers can facilitate positive relationships by encouraging collaboration and group work, providing opportunities for social interaction, and fostering a sense of mutual respect and support among students. 4.Encourage Student Autonomy and Decision-Making Giving students opportunities to make decisions and take ownership of their learning can help foster a sense of agency and self-efficacy, which are important components of social-emotional health. Teachers can provide opportunities for student choice and autonomy in their classroom, such as allowing students to choose their own projects or giving them a say in classroom rules and procedures. 5.Incorporate Mindfulness Practices Mindfulness practices, such as meditation or yoga, can help students develop self-awareness, manage stress, and regulate their emotions. Teachers can incorporate these practices into their classroom routines or provide opportunities for students to practice mindfulness independently. By prioritizing social-emotional health in their classrooms, teachers help students develop the skills and competencies they need to succeed academically and in life. In order to do so, a positive and supportive attitude that prioritizes their students' well-being is needed. Here are some key attitudes and beliefs that teachers may use to create a supportive learning environment for social-emotional health: A Growth Mindset Social-emotional learning is an ongoing process that requires patience, perseverance and support. Teachers with a growth mindset acknowledge that and believe that their students can develop their social and emotional skills with practice and effort. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 14

Empathy and Understanding Being empathetic and understanding of students' emotions and experiences, allows teachers to recognize and respond to students' emotional needs in a way that promotes positive relationships and fosters a sense of safety and belonging in the classroom. High Expectations Teachers with high expectations for their students' social-emotional development create a trusting, positive and motivating learning environment. They set clear goals and expectations for students' behavior and provide feedback that helps students understand how their behavior impacts others. Flexibility and Adaptability Being flexible and adaptable is essential for teachers to meet the diverse needs and experiences of their students. Teachers who are open to adjusting their teaching strategies and approaches can better respond to the unique needs of each student and create a classroom environment that is supportive and inclusive. Self-Reflection and Continuous Learning Educators who practice self-reflection and embrace lifelong learning are well-prepared to enhance their students' social and emotional well-being. Such a habit promotes openness to examine one's own biases and beliefs and actively seek out novel approaches and knowledge to support students' social and emotional development. By adopting these attitudes and beliefs, teachers can create a positive and supportive learning environment that promotes social-emotional health and well-being for all students. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 15

SEL for mental health and well-being Having previously introduced the concept of social-emotional health as the ability to understand and regulate one's own emotions, this subchapter aims to present SEL, Social-Emotional Learning, as the process to promote such ability among students. But, before diving deeper into it, some clarifications on key-concepts may be needed: Well-being refers to a state of being comfortable, healthy, and happy, both physically and mentally. It encompasses different domains such as physical health, social relationships, emotional states, and purpose and meaning in life. Social-emotional health, on the other hand, refers specifically to a student's ability to understand, manage, and express their emotions effectively, as well as establish positive relationships and make responsible decisions. It is an essential aspect of well-being, as it allows students to cope with stress, form meaningful connections, and achieve their goals. Mental health, meanwhile, encompasses a broader range of emotional and psychological states, including but not limited to anxiety, depression, and other mental health disorders. While social- emotional health contributes to mental health, they are not the same. Students with good social- emotional health may still struggle with mental health, and vice versa. The most important element about SEL is to understand that it is not just a program or a set of activities, but rather a mindset and a way of teaching that permeates all aspects of the classroom. And it starts with oneself. Some implementation strategies to approach SEL for students’ well-being and mental health. Self-reflection Before effectively promoting SEL in the classroom, teachers are invited to reflect on their own emotional intelligence. That includes assessing how emotions are managed, communicated, and how conflict is handled. Identifying areas of development and seeking external expertise or resources is also important. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 16

A safe and supportive classroom environment Students need to feel safe and supported in order to develop their social and emotional skills. Respect, kindness and inclusivity should be the core-values of the classroom culture. Teachers can show kindness and respect and encourage their students to do the same. They can help their students learn to talk about their feelings and solve problems together. Incorporate SEL into curricula SEL can be incorporated into any subject area or activity. For example, teachers could use literature or current events to spark discussions about empathy and perspective-taking, or use math problems that require collaboration and teamwork to promote relationship-building. Teach specific SEL skills While SEL can be woven into any subject, it's also important to explicitly teach specific social and emotional skills. Consider focusing on skills such as self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. Use activities and resources that are developmentally appropriate for your students. Use restorative practices When conflicts arise in the classroom, the use of restorative practices helps students to resolve the issue and learn from the experience. Rather than simply punishing students for misbehavior, restorative practices encourage students to take responsibility for their actions and make amends. Engage parents and caregivers It's important to involve parents and caregivers in the process of promoting SEL. Teachers can share resources and strategies with families, and consider holding parent workshops or events that focus on social and emotional learning. By prioritizing these strategies, schools can help students develop the necessary skills to navigate their emotions, build positive relationships, and ultimately thrive in all areas of their lives. Restorative practice in classrooms is an approach to discipline and conflict resolution that focuses on repairing harm and restoring relationships rather than punishing students for misbehavior. It involves creating a safe and respectful classroom community where students feel heard and valued. When conflicts or incidents of misbehavior arise, restorative practices involve bringing together all affected parties to have a conversation and work towards a resolution. This may involve acknowledging harm done, repairing relationships, and making a plan to prevent similar incidents from happening in the future. The goal of restorative practice is to empower students to take responsibility for their actions, learn from their mistakes, and develop the skills needed to resolve conflicts in a positive and respectful way. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 17

What is well-being? Well-being in schools refers to the holistic development and welfare of students, ensuring their physical, emotional, social, and cognitive needs are met. It is a multifaceted concept that encompasses various aspects of a student's life, including their academic performance, relationships, personal growth, and mental health. In the context of European school education, well-being can be understood through the following dimensions: Physical well-being This dimension focuses on providing a safe, healthy, and well-maintained environment for students, promoting regular physical activity, and encouraging healthy eating habits. Emotional well-being Emotional well-being is about fostering resilience, self-esteem, and emotional regulation among students. Social well-being Social well-being involves the development of positive relationships, social skills, and a sense of belonging among students, teachers, and the broader school community. Cognitive well-being This dimension relates to the development of critical thinking, problem-solving, and learning skills, as well as the provision of engaging, relevant, and inclusive curricula. School climate A positive school climate is essential for promoting well-being, and includes elements such as supportive school policies, a sense of community, and the involvement of students, teachers, and parents in decision-making processes. Moral well-being This dimension concerns the development of students' ethical and moral values, including respect, responsibility, and integrity. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 18

The question of well-being in schools presents a high degree of complexity, being all the above mentioned dimensions interconnected with each other. In addition, teachers are likely aware of challenges that hinder the promotion of well-being in schools, such as: Lack of resources: Schools may struggle to provide the necessary resources and support to promote well-being, such as access to mental health services, physical activity programs, and healthy food options. Time constraints: Teachers and staff may feel that they don't have enough time to devote to promoting well-being, as they are often focused on academic performance and meeting educational standards. Cultural barriers: Different cultural beliefs and practices may affect how schools approach well- being, and some students and families may not be comfortable with certain strategies or programs. Inconsistent messaging: There may be inconsistencies in how well-being is promoted across different grades or classrooms, which can lead to confusion among students and a lack of continuity in messaging. Stigma around mental health: Despite growing awareness of the importance of mental health, there can still be a stigma associated with seeking help or discussing mental health issues openly. Limited parent and community involvement: Schools may struggle to engage parents and the wider community in promoting well-being, which can limit the effectiveness of these efforts. Lack of training and support for teachers: Teachers may not feel equipped to promote well-being effectively, due to a lack of training or support in this area. External pressures: Schools may face external pressures, such as high-stakes testing and funding constraints, that can make it difficult to prioritize well-being initiatives. When speaking about well-being school, an additional layer to consider is represented by how well- being is influenced by various factors such as ethnicity, gender, sexuality, and ability. For instance, students who belong to marginalized communities may face extra obstacles to their well-being due to systemic bias and discrimination. Unfortunately, for the state of reality, these are just a few examples of the challenges that schools may face when promoting well-being. Addressing these challenges will require a multifaceted approach that involves the whole school community, including students, teachers, administrators, and parents, as well as external stakeholders and partners. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 19

The importance of well-being in schools Research has shown that students view schools as much more than just places for academic learning. They are seen as social environments where friendships and relationships with peers and teachers can be established; where students can develop a sense of belonging, feel safe and valued as individuals. Additionally, schools are seen as spaces where students can explore their interests and passions, and develop new skills and knowledge. Finally, schools are viewed as important for preparing students for their future careers and for becoming responsible and engaged citizens in their communities. These findings suggest that schools should not only focus on academic achievement but also on creating a positive and inclusive school climate that prioritizes students' well-being. The importance of well-being in schools is particularly relevant for pupils between the ages of 6 and 11 years old. This is a critical period in children's development, as they are laying the foundation for future academic success and social-emotional development. Many researches have highlighted reasons why promoting well-being in schools is especially important for this age group: Academic Achievement Research has shown that well-being is positively related to academic achievement (Suldo & Huebner, 2004). Students who feel supported and valued are more likely to be engaged in learning and motivated to achieve academically. Social-Emotional Development Children between the ages of 6 and 11 are developing their social and emotional competencies, such as empathy, self-regulation, and social skills (Denham & Brown, 2010). Promoting well-being in schools can support the development of these skills, which are essential for positive social interactions and overall well-being. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 20

Mental Health Schools play a critical role in promoting mental health and preventing mental health problems for children. Promoting well-being in schools can help prevent the development of mental health problems, such as anxiety and depression (Greenberg et al., 2017). Positive Behavior Children who have a sense of well-being are more likely to exhibit positive behavior, such as kindness and empathy towards others, and less likely to engage in disruptive or harmful behaviors (Durlak et al., 2011). Resilience Children between the ages of 6 and 11 are also developing their resilience, which is the ability to bounce back from adversity. Promoting well-being in schools can support the development of resilience, which is essential for coping with the challenges and setbacks that children may face (Masten & Powell, 2003). To generalize, in order to promote well-being in schools, it is necessary to take a holistic and systemic approach that considers all the factors that influence students' lives both inside and outside of the classroom. By acknowledging the diverse needs and perspectives, schools can develop effective strategies that promote a holistic and positive learning experience. While planning SEL programmes, it is essential to incorporate students' perspectives when designing and implementing well-being initiatives in school. Using such a student-centered approach may increase the impactfulness and effectiveness of the programme itself. In fact, it would support the empowerment of students and their involvement, as well as provide insights on socio-emotional challenges they may be facing. Most importantly, though, by involving students in the process, it creates a partnership between students and teachers, strengthening and enriching the element of relationship, which is the base for creating a supportive learning environment and promoting positive outcomes for students Resilience.Through STE(A)M and SEL. A Handbook for Teachers 21

The below provided structure can be used as general guidelines to be followed when planning SEL programmes. However, due to different developmental stages of students, SEL programmes should be tailored not only on the pupils’ different needs, but also be adjusted accordingly to the age groups. This could make the process of involving younger pupils more challenging for the teachers. What follows is a practical example on how to design a simple SEL programme for children between 6 and 10 years old: Conduct a needs assessment Younger children may have limited language skills to express their emotions and needs. Therefore, it is essential to use developmentally appropriate tools like drawings, pictures, or emojis to identify their feelings and needs. For example, teachers can ask children to draw pictures of themselves when they feel happy, sad, or angry and use these drawings to identify the emotions that students are experiencing. Set clear goals When setting goals, it is important to involve children in the process and use language that they can understand. Teachers can engage children in group discussions and ask them what they want to learn and improve in social and emotional skills. This can be done through simple questions such as \"What do you want to learn about feelings?\" or \"What do you think we can do to be kinder to each other?\" Choose appropriate activities Activities should be age-appropriate and engaging for younger children. Teachers can incorporate play-based activities like role-playing, storytelling, and games to teach social and emotional skills. For example, to teach self-regulation, teachers can use a breathing ball, where children blow a ball to a specific point, and then slowly let the air out. Create a positive classroom environment Younger children thrive in a positive and supportive environment. Teachers can model positive behaviors and use positive reinforcement to promote positive behavior. For example, teachers can use a reward chart for kind behavior, where children can earn stickers for demonstrating kind behavior towards their peers. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 22

Build positive relationships Building positive relationships with younger children is crucial for their social and emotional development. Teachers can use activities like \"Circle Time\" or \"Show and Tell\" to encourage children to share their thoughts, feelings, and experiences with each other. These activities can help children develop empathy and positive relationships with their peers. Circle Time is a common activity in early childhood classrooms. During Circle Time, students sit in a circle on the floor and participate in group activities, discussions, and games led by the teacher. The activities and discussions can focus on a variety of topics, such as social and emotional skills, language and literacy development, and math concepts. Circle Time is a great opportunity for students to practice turn-taking, active listening, and communication skills while building relationships with their classmates and teacher. Show and Tell is another common activity in early childhood classrooms. During Show and Tell, students bring an item from home to share with the class. They then take turns presenting their item and telling the class about it. Show and Tell is a fun way for students to practice public speaking skills, develop their vocabulary and language skills, and build confidence. It also provides an opportunity for students to learn more about each other's interests and backgrounds, which can foster a sense of community and belonging in the classroom. Monitor progress Monitoring progress should be done in a developmentally appropriate way. Teachers can use simple observation checklists (an example is provided at the end of the chapter) or use smiley faces to get feedback from younger children. For example, teachers can ask children to give a happy face, a straight face, or a sad face to indicate how they feel about a particular activity or lesson. Involve families Involving families is important for younger children's social and emotional development. Teachers can use parent-teacher conferences to communicate the goals and activities of the SEL program and provide parents with resources and activities for practicing social and emotional skills at home. For example, teachers can provide a list of books (a not-exhaustive list is provided at the end of the chapter) that parents can read with their children to reinforce the social and emotional skills learned in the classroom. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 23

Applying theory to the development of approaches to SEL The concept of SEL has been around for decades, more precisely it started in the 1960s, but it was not until the late 1990s and early 2000s that it began to gain widespread attention as an integral component of effective education. Since then, a number of theoretical frameworks have emerged to guide the development of SEL (4) programs and practices. In 2019, the concept of Transformative Social and Emotional Learning (Transformative SEL, TSEL or T-SEL) was developed. Transformative SEL aims to guide students to \"critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and societal well-being.\" In 2020, CASEL added information about Transformative SEL to its website, proclaiming it as their \"updated definition of SEL\". In this subchapter, a brief panoramic of existing frameworks will be offered. The list has no intention of being exhaustive but it is based on research and practical application in primary schools. CASEL (Collaborative for Academic, Social, and Emotional Learning) framework. The CASEL framework is widely recognized as one of the most effective frameworks for SEL in primary schools. Its five core competencies - self-awareness, self-management, social awareness, relationship skills, and responsible decision-making - provide a comprehensive approach to promoting social-emotional development. Teachers might follow this framework to design lessons and activities that focus on the five core competencies, as for example a lesson on self-awareness that involves students reflecting on their own thoughts and feelings, or a lesson on relationship skills that involves practicing communication and conflict resolution skills. PATHS Framework The Promoting Alternative Thinking Strategies (PATHS) framework focuses on developing social- emotional competencies in children through explicit instruction and teaching of social and emotional skills. The program is designed for use in early childhood settings, including primary schools, and has been implemented successfully in a variety of school contexts. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 24

For instance, teachers could introduce a story or situation that highlights a common challenge that many children face, such as feeling left out or excluded by their peers. The lesson plan should then guide the pupils through a series of activities aimed at helping them understand and empathize with the feelings of others, as well as learn specific strategies for responding to those feelings in a positive way. Additional activities and reinforcement of such skills during the following weeks would encourage students to apply what they have learned in real-world situations. RULER Framework. The RULER framework, developed by the Yale Center for Emotional Intelligence, focuses on teaching emotional intelligence through the principles of Recognizing, Understanding, Labeling, Expressing, and Regulating emotions. A practical application is to start each class with a brief \"check-in\" where students share how they're feeling, or they might teach specific strategies for regulating emotions, such as deep breathing or visualization. The framework also boosts students' emotional vocabulary. The Second Step framework. The Second Step framework is a curriculum-based program that provides explicit instruction in social- emotional learning with an emphasis on empathy, emotion management, and problem-solving skills. Educators might design and teach a lesson on empathy that involves practicing perspective-taking by imagining how someone else might feel in a particular situation. Leader in Me Framework. The Leader in Me framework can be an important tool for promoting social-emotional learning and personal leadership in students. It emphasizes skills such as goal-setting, accountability, and decision- making, which can help students develop important life skills and become more responsible, self- directed learners. Teachers might use the framework to help students with setting SMART (5) goals, or they might have students create a vision board that represents their personal values and goals. SMART goals are: Specific: The goal should be clear and specific, with a well-defined outcome. Measurable: The goal should be measurable, with specific criteria for determining whether the goal has been achieved. Achievable: The goal should be realistic and achievable, taking into account the individual's resources and abilities. Relevant: The goal should be relevant to the individual's overall objectives and aligned with their values and interests. Time-bound: The goal should have a clear timeline for completion, with specific deadlines or milestones. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 25

Generally, each of these frameworks has its own unique focus and approach to promoting social and emotional learning in students. Factors that supported the creation of different frameworks can be attributed to different reasons such as diverse goals and objectives, different theoretical perspectives, targeted age groups, cultural and contextual factors. As teachers, identifying the framework(s) fitting to each context and situation could seem to be a complicated process. Ultimately, the goal should be to choose an SEL framework that is well-suited to the needs of the students and that aligns with the goals and values of the school community. Hopefully, the below step-by-step approach may be useful: Assess the needs of the students and identify the specific social and emotional skills that need to be developed. Research different SEL frameworks and identify those that align with the needs of students and teaching style. Evaluate the feasibility of implementing each framework by considering factors such as available resources, time constraints, and level of support from school administration. Select the framework that is most appropriate for the students and school environment. Develop specific, measurable, achievable, relevant, and time-bound (SMART) goals for implementing the chosen SEL framework. Create a detailed implementation plan that outlines the specific activities and strategies that will be used to achieve the goals. Provide professional development opportunities for teachers to ensure they are equipped to effectively implement the chosen SEL framework. Monitor and assess the effectiveness of the implementation plan on a regular basis, and adjust as necessary to ensure progress towards achieving the goals. Continuously evaluate and reflect on the effectiveness of the chosen SEL framework, and make any necessary adjustments to ensure ongoing improvement. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 26

At this point, it is worthy to repeat that SEL is not a one-time program or intervention but a holistic approach to teaching and learning that requires ongoing attention and integration into daily teaching practice. While there are different SEL frameworks to choose from, one should not feel limited to using just one. The different approaches can be mixed to create a customized program that works best for students and diverse teaching styles. The guiding principle is to prioritize the social and emotional well-being of your students and create a safe and supportive learning environment. It may seem daunting to implement an SEL framework in the classrooms, but the benefits for students, school communities and even for teachers themselves are significant. Fellow teachers, school leaders, and support staff can be valuable resources in the efforts to promote SEL. By working collaboratively and sharing best practices, a school-wide culture of social and emotional well-being can be established. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 27

Social and Emotional Learning Observation Checklist Student's Name: ______________________ Date: ________________________ Social Skills: Shares with others Takes turns Listens to others Respects personal space of others Follows directions Emotional Skills: Recognizes and identifies emotions in self and others Expresses emotions appropriately Uses coping strategies when upset Shows empathy towards others Self-regulates emotions Relationship Skills: Builds positive relationships with peers Shows respect towards peers and teachers Solves conflicts with peers Cooperates with others Shows kindness towards others This checklist can be tailored to fit the specific social and emotional skills that the teacher is targeting in their program. The teacher can observe students during various classroom activities and mark whether they are demonstrating the targeted skills or not. The results of the observation can be used to adjust the program and tailor activities to better meet the needs of the students. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 28

Books to support the involvement of families A not-exhaustive list of books that teachers could recommend to parents to read with their children to reinforce social and emotional skills learned in the classroom: \"The Feelings Book\" by Todd Parr This book explores different emotions and how to express them in healthy ways; \"My Mouth is a Volcano\" by Julia Cook This book teaches children about self-control and the importance of listening and waiting their turn to speak; \"The Kissing Hand\" by Audrey Penn This book can help young children cope with separation anxiety and feel more secure in their relationships with caregivers; \"What Should Danny Do?\" by Adir Levy and Ganit Levy This interactive book empowers children to make positive choices and learn from their mistakes; \"Have You Filled a Bucket Today?\" by Carol McCloud This book teaches children about the importance of kindness and how small actions can have a big impact on others; \"I Can Handle It\" by Laurie Wright This book teaches children how to manage their emotions and build resilience; \"The Invisible String\" by Patrice Karst This book helps children cope with feelings of separation or loss by emphasizing the connection between loved ones that transcends physical distance. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 29

Useful links for activities on mindfulness Mindful movement Mindful breathing can be paired with mindful movement activities such as yoga, stretching or simple movements like arm swings and shoulder shrugs. These activities can help students connect with their bodies and reduce stress and tension. https://www.mindfulschools.org/video/5-simple-mindful-movements-for-your-classroom/ Mindful listening Mindful listening activities can help students develop their listening skills and focus their attention. Teachers can lead students through exercises where they listen to sounds around them, such as the sound of a bell or a bird chirping https://positivepsychology.com/mindfulness-for-children-kids-activities/ Gratitude practice After practicing mindfulness, students can be asked to reflect on things they are grateful for in their lives. This can help promote a positive mindset and foster a sense of appreciation and thankfulness https://ggia.berkeley.edu/practice/gratitude_journal Mindful coloring Coloring can be a calming and meditative activity that can help students practice mindfulness. Teachers can provide students with coloring pages and encourage them to focus on the present moment and the act of coloring https://www.teachingideas.co.uk/2d-art/mindfulness-colouring-images-animals In the recent years, many apps have been developed to foster mindfulness and well-being also in schools. The following app has been successfully used by teachers in this sense: https://www.smilingmind.com.au/. The app is free to download and use. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 30

Mindful Breathing Activity Flow Aim & Results Part 1: Introduction 5' Aim: To improve children's ability to self-regulate their Part 2: Practice 5' emotions through mindful breathing. Part 3: Reflection 5-8' Results: Students will improve their ability to manage emotions and Students’ age: 6-11 years old stress, as well as their own self-awareness and focus. Total duration: max. 15 minutes It may be useful to read more about mindfulness and mindful practice. Here a list of few interesting resources: Materials& Resources: https://www.mindfulschools.org/resources/explore-mindful-resources/ https://www.mindful.org/mindfulness-for-kids/ https://www.mindfulkidsmiami.org/resources INSTRUCTIONS Part 1: Introduction (5 minutes) Teacher explains calmly and with a relaxed voice what mindfulness is and why it is important for managing emotions. Teacher may say: Mindfulness means paying attention to the present moment. It helps us focus on what's happening right now, instead of worrying about the past or the future. Mindfulness can help us feel calm and peaceful. Sometimes we can feel sad, angry or frustrated. Mindfulness can help us recognize our feelings and learn how to deal with them in a positive way. When we practice mindfulness, we can feel more in control of our thoughts and emotions.” Resilience.Through STE(A)M and SEL. A Handbook for Teachers 31

INSTRUCTIONS Teacher introduces the mindful breathing, demonstrates it and ask students to try it together with them. Teacher may say: “One way to practice mindfulness is through mindful breathing. This means taking deep breaths and focusing on the feeling of the air moving in and out of our bodies. It can be helpful to count to three with your mind while breathing in and again while breathing out.” Teacher demonstrates and says “Let’s try together now!” Part 2: Practice (5 minutes) Teacher guides students through a mindful breathing exercise, encouraging them to focus on their breath and notice any sensations in their body. Teacher has students sit comfortably with their eyes closed and focus on their breath. Teacher asks students to take deep breaths in through their nose and out through their mouth. Teacher suggests to the students to count their breaths to help them stay focused with their mind. Students are encouraged to notice how their body feels as they breathe. Teacher may say: “To try mindful breathing, find a quiet and comfortable place to sit or lie down. Close your eyes and take a few deep breaths in and out. Then, bring your attention to your breath. Notice how it feels as it goes in and out of your body. You can imagine that you're breathing in a peaceful color, like blue or green, and breathing out any worries or distractions. If your mind starts to wander, that's okay. Just gently bring your attention back to your breath. You can practice mindful breathing for just a few minutes each day, or longer if you like. It can help you to count to three with your mind. Let’s do it for a few minutes.” Allow time for a few minutes of silent practice. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 32

INSTRUCTIONS Part 3: Reflection (5-8 minutes) Teacher asks students to share how they felt during the exercise and whether they noticed any changes in their body or emotions. Teacher may say: ”Great job everyone! Now, I would like to ask you a few questions about how you felt during the mindful breathing exercise we just did. Can you tell me how your body felt while you were breathing slowly and deeply? Did you feel any sensations in your tummy, chest or nose? And how about your emotions? Did you feel more calm or relaxed after the exercise compared to before? Did you notice any changes in how you were feeling? Remember, it is all right to feel all different kinds of emotions. Sometimes it can be hard to deal with them, but practicing mindfulness can make it easier.” Group mission for the next activity: Positive affirmation activities: https://classroom.synonym.com/class-activities-positive-affirmations-6329612.html Resilience.Through STE(A)M and SEL. A Handbook for Teachers 33

Emotion Charades Activity Flow Aim & Results Part 1: Introduction 5' Aim: To help students identify and express different Part 2: Let’s play charades 15-20' emotions through non-verbal communication. Part 3: Reflection 10' Results: Students will develop emotional awareness and non-verbal communication skills, while learning to Students’ age: 6-11 years old recognize and express different emotions. Total duration: 30-35 minutes Materials& Index cards with different emotions written on them (Annex 1); Resources: Optional: eventually a board where to record the score; Optional: prizes for everyone. INSTRUCTIONS Part 1: Introduction (5 minutes) Teacher divides the students into small groups of 3-4 students and provides each group with an index card with an emotion written on it (e.g., happy, sad, angry. Annex 1). Teacher Instructs the group to come up with one way to act out the emotion without using words. They can use facial expressions, body language, or any other non-verbal cues to communicate the emotion. Teacher may say: “Today we're going to play a really fun game called Emotion Charades. We're going to use our faces and bodies to show different feelings, like happy, sad, and angry. First, we'll split into teams and each team will get a card with an emotion written on it. Your team will have to think of three different ways to act out the emotion without saying any words. Then, we'll start playing and each team will take turns showing their emotion while the other teams guess what emotion they're showing. Let's get started!” Resilience.Through STE(A)M and SEL. A Handbook for Teachers 34

INSTRUCTIONS Part 2: Let’s play charades! (15-20 minutes) Each group will act out the emotion while the other groups try to guess which emotion it is. The other groups should have a time limit of 1 to 3 attempts to guess. (Optional) The group that guesses got assigned 1 point. Once the emotion has been guessed correctly, one of the other groups will act the emotion out. Part 3: Reflection (10 minutes) After all groups have had a turn, the teacher gathers the students and has a brief discussion about how it felt to act out different emotions and how they recognized the emotions. Debriefing Questions: 1.How did it feel to show different feelings with your face and body? 2.Was it hard or easy to guess which emotion your friend was acting out? 3.What did you notice about your friend's face and body when they showed their feelings? 4.Why do you think it's important to know how to understand and show different emotions? Group Mission for the Next Activity: A possible follow up activity is the activity called “Feelings collage” https://blog.brookespublishing.com/10-activities-for-teaching-young-children-about-emotions/ Resilience.Through STE(A)M and SEL. A Handbook for Teachers 35

annex Resilience.Through STE(A)M and SEL. A Handbook for Teachers 36

annex Resilience.Through STE(A)M and SEL. A Handbook for Teachers 37

Chapter 3. tHE CASE OF RESILIENCE

The case of resilience through emotions Emotions are a fundamental part of everyone’s daily life and have a significant impact on thoughts, behaviors, and relationships. In schools, they are present in everyday interactions: between teachers and students, such as when a student asks a question or receives feedback on an assignment; between peers, for example during recess or group work; academic challenges, as tests, and social pressure from family and peers are as well shaping students’ experiences. Some pupils may find schools as a place of stress, anxiety, and negative emotions, some as a source of joy, curiosity, and positive emotions, others as both. Generally speaking, the emotional flow is a complex and dynamic process that involves a variety of emotions, which can change rapidly depending on the situation and the student’s past experiences. It is affected by a range of internal and external factors, such as personal beliefs and values, social and cultural norms, physical health, and environmental factors. Multiple emotions can be experienced at once too! The emotional scenario is even more multilayered than just described, which makes the interpretation of emotions an extremely challenging task, not only for the teachers, but especially for the pupils themselves, who are still learning to understand and manage their emotions. How students perceive and manage their emotions can have a significant impact on their academic and social success. A teacher who recognizes this complexity can offer empathy and support that addresses each of these emotions, such as acknowledging the challenge of academic tasks, offering encouragement, and helping the student develop strategies for managing their anxiety. The ability to adapt to and cope with challenging or stressful situations, such as setbacks, disappointments and trauma, while maintaining a positive outlook and healthy emotional functioning is defined as “emotional resilience”. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 39

When faced with a difficult situation, such as a poor grade on a test, a child with emotional resilience is more likely to bounce back and try again. They may feel disappointed or frustrated at first, but they are able to manage these emotions and use them as motivation to improve their performance. In contrast, a child who lacks emotional resilience may become overwhelmed by their emotions, such as feeling sad or anxious, and give up on trying to improve their performance. This can lead to a cycle of negative emotions and reduced motivation. As well, it goes, for example, when children who are being teased by classmates, they may feel angry, but if they have emotional resilience, they can regulate their emotions and respond calmly, rather than reacting impulsively and potentially making the situation worse. Students with emotional resilience are also more likely to have positive social relationships. They are less likely to lash out at peers or withdraw from social situations. This can lead to stronger friendships and a greater sense of belonging in the school community. There are some common misconceptions on what emotional resilience is and it might be helpful for the reader to reflect on what emotional resilience is NOT: It is not about being immune to negative emotions. Everyone experiences negative emotions such as sadness, anger, and anxiety from time to time, and emotional resilience does not mean that these emotions do not affect anyone; It is not about suppressing emotions or ignoring them. Suppressing emotions can lead to negative outcomes such as increased stress and decreased well-being. Emotional resilience involves recognizing and managing emotions in a healthy way, rather than avoiding them altogether; It is not about being a superhero or always being strong. Emotional resilience is not a state of perfection or invincibility, and it is not about never feeling overwhelmed or struggling with emotions. Rather, it is about being able to bounce back from setbacks and manage emotions in a healthy way, even in difficult situations; Emotional resilience is not something that people are born with or without. While some people may be naturally more resilient than others, emotional resilience is a skill that can be developed and strengthened through practice and learning. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 40

Traditionally, many cultures have viewed emotions as a private matter that should not be discussed in public, and children may be taught, consciously or unconsciously, to suppress or hide their emotions. Additionally, some people may view talking about emotions as a sign of weakness or vulnerability. However, research has shown that it is important for children to learn about and express their emotions in healthy ways, and that emotional intelligence is a key component of overall well-being. From this perspective, schools can and should help children develop emotional resilience through social-emotional learning programs, supporting them to recognize, regulate, and express emotions in positive and constructive ways. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 41

Emotional resilience. Do we have it? As it has become already clear in the previous chapter “Socio-Emotional Health and SEL”, the field of social-emotional learning, which provides the foundation for emotional resilience by providing individuals with the necessary skills, is constantly evolving. At the current state, it is estimated that there are at least a dozen or more models that are commonly used and studied in research and practice. While there are variations in how different models and approaches define emotional resilience, there are some common elements that are often seen as central to this concept. These include: Self-awareness: The ability to recognize and understand one's own emotions, thoughts, and behaviors; Self-regulation: The ability to manage and control one's own emotions, thoughts, and behaviors, especially in response to challenging or stressful situations; Empathy: The ability to recognize and understand the emotions, thoughts, and behaviors of others; Social skills: The ability to communicate effectively, build and maintain positive relationships, and work cooperatively with others; Optimism: A positive outlook on life, the ability to maintain hope and motivation, and the belief that one's efforts can make a difference; Mindset: The ability to adopt a growth mindset, seeing challenges and failures as opportunities for learning and growth; Coping skills: The ability to use healthy coping strategies, such as mindfulness, relaxation techniques, and problem-solving skills, to manage stress and overcome obstacles. Common to all models, though, is the understanding that emotional resilience is not an inherent, innate trait, but it can be developed over time with practice and support. Research has shown that certain factors, such as a supportive environment, positive relationships, and access to resources, can help individuals, students in this case, develop emotional resilience. Schools play a key role in students’ developmental lives, both academically and socially; by helping students develop emotional resilience, schools can contribute to students’ long-term success and well-being. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 42

In order to achieve such a mission, teachers and school institutions can use easy and general implementation strategies that don’t require big structural changes in everyday life. Nevertheless, as obvious as it can be stressing the idea out, the most successful strategies need a thought-through plan with a systemic and holistic approach: Creating a Safe and Supportive Environment: Establish clear rules and expectations for behavior in the classroom, playground, and other school spaces. Encourage open communication and active listening between students and teachers. Use positive reinforcement and praise for good behavior and achievements. Example: Teachers can use a \"classroom charter\" where students work together to create a set of rules and expectations for the class. This can help build a sense of community and ownership over the learning environment. Promoting Positive Relationships: Encourage students to work in groups and collaborate on projects. Foster opportunities for students to build relationships with adults in the school community, such as teachers, counselors, and support staff. Encourage empathy and understanding of others' perspectives. Example: Teachers can create \"buddy systems\" where students are paired up with a classmate they don't usually interact with to work on a project or activity together. This can help break down social barriers and encourage empathy and understanding. Providing Resources for Coping with Stress and Challenges: Teach students relaxation techniques such as deep breathing, meditation, or yoga. Encourage students to talk about their feelings and emotions. Provide access to mental health resources, such as school counselors or therapy sessions. Example: Teachers can lead brief \"mindful moments\" at the beginning or end of class where students practice relaxation techniques together. This can help students feel more calm and centered, and improve their ability to cope with stress. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 43

Fostering Positive Social Interactions: Promote positive social skills such as sharing, cooperation, and conflict resolution. Encourage students to engage in activities and hobbies they enjoy outside of school. Provide opportunities for students to contribute to their community through volunteering or service projects. Example: Teachers and schools can organize \"team-building\" activities where students work together to complete a task or challenge. This can help students build social skills and develop a sense of teamwork and camaraderie. Assessment and Data Collection: Use tools such as self-assessments, surveys, or focus groups to gather data on students' emotional well-being and identify areas where additional support may be needed. Monitor student progress over time and adjust interventions as needed. Involve families and caregivers in the assessment process and share information about students' emotional well-being. Example: Teachers can conduct regular \"check-ins\" with students to assess their emotional well-being and provide targeted support. This can include one-on-one conversations or group discussions. Additionally, teachers can involve families and caregivers in the process by providing resources and information about emotional resilience. While these approaches focus on the elements that create the conditions for emotional resilience to strive in, the next subchapter focuses more on hands-on practices and activities to strengthen students’ emotional resilience. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 44

Building resilience. Through Non-formal education. Formal education is undoubtedly an essential part of a child's development, providing a strong foundation of academic knowledge and skills that will serve them well throughout their lives. However, traditional classroom learning often neglects the development of important life skills that are crucial for success in today's complex and challenging world. Emotional intelligence, social skills, and resilience are just a few examples of these critical life skills that are often overlooked in formal education settings. Non-formal education provides an opportunity to address this gap by offering a range of activities and experiences that focuses exactly on the competencies students need to thrive both in and out of the classroom. In general, but not as an absolute, formal and non-formal education target different dimensions of the learning process, but instead of focusing on this difference, teachers, and in general school, can complement their educational programmes with non-formal activities for providing children with a more holistic offer of learning and development opportunities. The dimensions of learning are often divided into cognitive, affective, and psychomotor domains. Formal education primarily focuses on the cognitive domain, which includes the acquisition of knowledge, comprehension, application, analysis, synthesis, and evaluation. These skills are developed through structured curriculum, textbooks, lectures, assessments, and exams. On the other hand, non formal education typically focuses on the affective and psychomotor domains, which include emotional and social skills, as well as physical skills and abilities. Several studies support the positive impact of non-formal activities on children and students even in facing global challenges and crises: The European Commission's Education and Training Monitor 2020 report highlighted the importance of non-formal learning opportunities in promoting social inclusion, reducing early school leaving, and increasing access to lifelong learning. The study \"Education Cannot Wait: 2019 Annual Results Report\" reports that in 2019, 87% of children and youth in crisis-affected countries participating in non-formal education programs improved their learning outcomes. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 45

The study \"No Lost Generation: Realizing the Rights of Adolescents Affected by the Syrian Conflict\" reports that in Jordan, 70% of adolescents participating in non-formal education programs showed an increase in psychosocial well-being, compared to 30% of adolescents who did not participate in such programs. In summary, non-formal activities are powerful tools that teachers can apply to support the development of emotional resilience among their students. Non-formal education activities can be incorporated into various parts of the school day, even during recess or lunchtime, in afterschool programs, or during classroom breaks. Here is a list of possible activities: Mindfulness-based activities: Teaching mindfulness practices such as deep breathing, body scans, and guided meditations can help children develop emotional awareness, manage stress and anxiety, and build resilience. Games and activities that promote emotional expression: Creating an open and safe environment for children to express their emotions through art, storytelling, role-playing, and other activities can help them build emotional intelligence and resilience. Collaborative problem-solving: Encouraging children to work together in groups to solve problems can promote resilience by fostering teamwork, communication, and conflict resolution skills. Physical activities: Engaging in physical activities such as sports, dance, or yoga can help children build physical and emotional resilience by improving their physical fitness and self-confidence, as well as their ability to manage stress. Service learning projects: Engaging children in service learning projects that address social issues can help them develop a sense of purpose, empathy, and resilience by allowing them to see how their actions can make a positive impact on others. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 46

Positive affirmations and gratitude practices: Encouraging children to focus on positive affirmations and gratitude practices can help them build resilience by fostering a positive mindset and increasing their sense of self-worth and optimism. Technology-based interventions: Using technology-based interventions such as video games, virtual reality, and mobile applications can help children build emotional resilience by providing interactive and engaging tools to learn and practice emotional regulation and coping skills. Despite often appearing more playful and less structured than formal ones, non-formal activities require some clear planning and structuring too. In order to create a coherent offer and a safe environment for everyone, teachers approaching non-formal education should take the following aspects into consideration. Clear learning objectives: Non-formal activities should be integrated into the curriculum with specific learning objectives that align with the formal learning goals. Teachers should ensure that the non- formal activities are well-planned and connected to the learning objectives. Appropriate activities: the chosen non-formal activities should be appropriate for the age, developmental level, cultural background of their students and even past or current traumas. Interests and needs of the students should be taken into primary consideration when selecting activities. Safety and well-being: the non-formal activities should be safe and do not pose any physical or emotional harm to their students. The teacher should be aware of any potential risks and take necessary precautions to ensure the safety and well-being of their students. Time management: Teachers should plan the non-formal activities to fit within the allotted time for the lesson and ensure that they do not disrupt the flow of the lesson or take away from important learning objectives. Assessment: the effectiveness of the non-formal activities in achieving the learning objectives should be assessed and feedback to students on their progress provided. In general, Feedback can help students and teachers understand the value and importance of the non-formal activities in their learning. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 47

Open-mindedness: Teachers should be open-minded and flexible when incorporating non-formal activities into their lessons. They should be willing to try new approaches and activities to engage their students and support their learning, while taking the risk of failing. Professional development: in the European context, many opportunities are present for professional growth, teachers are invited to engage in such opportunities to gain knowledge and skills in non- formal education approaches. This can help them improve their teaching practice and incorporate non-formal activities more effectively into their lessons. Generally speaking, when attempting to include non-formal activities in the classroom, there may be some trial and error involved, and not every activity may go as planned. It's important to be open and honest with the students about the experiences, and to model a growth mindset by showing that it's okay to make mistakes and learn from them. In conclusion, compared to formal approaches, non-formal education activates a deeper connection between teachers and their students and when the students feel safe and supported, it enables vulnerabilities to emerge and allows students (and teachers too!) to explore and express their true selves. It's not just about the content of the activity or the message conveyed. The environment, the relationships, and the emotions surrounding the activity also play a crucial role in its effectiveness. By paying attention to these factors and creating a safe and supportive space, teachers can help their students truly absorb and internalize the lessons taught, while holding the space for everyone involved to grow. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 48

Emotion exploration Activity Flow Aim & Results Part 1: Introduction 10' Aim: To help students explore their emotions through sensory Part 2:Sensory stations 45' experiences and reflection, and to promote self-awareness and Part 3: Reflection 15' emotional resilience. Part 4: Group discussions 20' Results: Students are able to reflect on their emotions generated by different sensorial inputs and identify strategies Students’ age: 8-11 years old to manage them. Total duration: 90 minutes For the texture station: a soft blanket or cushion. Materials& a rough rock or piece of sandpaper. Resources: a smooth piece of wood or stone. a squishy stress ball or similar item. a variety of fabrics with different textures, such as velvet, cotton, or silk. INSTRUCTIONS For the taste station: small samples of sweet, salty, sour, and bitter foods such as chocolate, pretzels, lemon wedges, and unsweetened cocoa powder. For the scent station: a variety of essential oils, such as lavender, peppermint, and citrus. fresh herbs such as rosemary, basil, and mint. flowers such as roses or jasmine. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 49

INSTRUCTIONS For the sound station: calming music or nature sounds such as waves crashing or birds singing; speaker or headphones. For supporting students in expressing their emotional flow, a list of emotions that fit the students’ vocabulary, written on a board or poster. For example: Happiness, Sadness, Anger, Fear, Excitement, Frustration, Disappointment, Nervousness, Boredom, Curiosity, Confusion, Love, Jealousy, Embarrassment, Pride, Guilt, Shame, Loneliness, Contentment, Gratitude. Part 1: Introduction (10 minutes) The teacher introduces the topic of emotional resilience and explains the importance of being aware of our emotions and how they impact our behavior and well-being. The teacher answers possible questions and provides the students with additional information, if needed. Part 1: sensory stations (45 minutes) The students are divided into small groups and rotate between different sensory stations where they can explore different textures, scents, tastes, and sounds. The stations are: Texture station: A variety of objects with different textures, such as a soft blanket, a rough rock, a smooth piece of wood, etc. Smell station: A variety of scents, such as essential oils, flowers, herbs, etc. Taste station: Tasting samples of different flavors, such as sweet, salty, sour, and bitter. Music and sound station: Headphones/earplugs or a small speaker and a selection of calming music and nature sounds, such as waves, rainforest, and birdsongs. At each station, the students are encouraged to focus on their sensory experiences and how they make them feel. They can take turns using the objects, smelling the scents, tasting the samples, or listening to the music. After spending a few minutes at each station, the groups rotate to the next one. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 50