Theoretical probabilities and practical possibilities of nurturing teachers' and primary school learners' social and emotional skills- Examples from Kenya

Abstract

This paper examines theoretical probabilities and practical possibilities of implementing a Social and Emotional Learning (SEL) intervention among teachers and primary school learners in Kenya.  The paper exemplifies integration of a theoretical framework to inform the SEL study and a Randomized Control Trial research design. The paper identifies key respondents that may be included in the study and what should be included in a SEL curriculum and Instructional Package.  The paper identifies some of the research translation products that can emerge from findings of the SEL study and the central role of Monitoring, Evaluation, Adaptation and Learning in SEL interventions.