Latvian Teachers Emphasize the Importance of Developing Students« Social and Emotional Skills 0 21

According to a study, the majority of Latvian teachers consider the development of social and emotional skills in students to be important. In a survey dedicated to teachers' support for such skills, it was found that they mainly focus on: the ability to build and maintain healthy relationships (87%); the ability to make responsible and constructive decisions about their actions (81%); demonstrating empathy (78%); understanding another point of view (74%).

74% of teachers develop students' skills in understanding their own emotions, thoughts, and behaviors, as well as the ability to manage them.

Among the three Baltic countries, teachers in Lithuania pay the most attention to the development of students' social and emotional skills, while those in Estonia pay the least.

In Latvia, there are differences in teachers' practices regarding the development of students' social and emotional skills. Teachers in gymnasiums pay less attention to this area - their activity is ten percentage points lower than that of primary school teachers, according to the study's data.

Experts explain that this may be related to the fact that students in gymnasiums already have more developed social and emotional skills, so they require less attention. The second possible reason is that gymnasiums place a greater emphasis on academic achievements and learning outcomes.

Social and emotional skills are becoming an increasingly important component of education worldwide. The OECD emphasizes their significant role in personal development: these skills contribute to successful careers, health, well-being, and a stable democratic society, researchers note.

The study also revealed differences between groups of teachers. In about three-quarters of educational systems, female teachers more often than male teachers apply practices that promote the development of social and emotional skills in students.

Female teachers report, on average, six percentage points more than male teachers that they are aware of students' feelings, demonstrate empathy, and care about students' social and emotional issues.

Teachers whose classes have more students with special educational needs also develop these skills more actively. Other factors, such as teachers' age, work experience, or school location, do not have a significant impact on such practices, the study's results indicate.