About this paper symposium

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Panel information
Panel 23. Social, Emotional, Personality

Paper #1
State of SEL in Ukraine: Findings from the OECD's Survey on Social and Emotional Skills
Author information	Role
Catharina Gress-Wright, OECD, France	Presenting author
Hannah Ulferts, OECD, France	Non-presenting author
Gemma Coleman, OECD, France	Non-presenting author
Noémie Le Donné, OECD, France	Non-presenting author
Abstract
There is very little data on social and emotional learning (SEL) in conflict and crisis settings (Kim, Deitz & Aber, 2024), and virtually none directly comparing SEL in these contexts with stable contexts. Ukraine’s participation in the OECD’s 2023 round of its Survey on Social and Emotional Skills (SSES) provided a unique opportunity to compare the social and emotional skills of Ukrainian 15- and 10-year-olds with peers in 14 other countries. This study assessed 15 skills in a representative sample of 4,800 Ukrainian students and collected contextual information from students, teachers, principals and parents. It compared results and the impact of school and home factors on students’ socio-emotional development and skills across participating sites. The results offer the first baseline data for these skills in Ukraine and one of the first large-scale, international comparisons of these skills in war versus stable contexts. The SSES aimed to a) identify which social and emotional skills link best to students’ academic, mental and physical health, and career outcomes, b) understand how teachers’ and schools’ practices, attitudes towards SEL, and training affect the development of these skills, and c) provide research- and policy-relevant data for integrating these skills into education systems worldwide. For Ukraine, the SSES aimed to provide data to inform education reforms and to understand the impact of the war on students’ socio-emotional development. The SSES was conducted from 2021-2023 in two phases of a Field Trial (FT) and Main Survey (MS). The FT tested the survey operations and psychometric properties of the instruments using a convenience sample. The MS surveyed a representative sample of 3,000 students, 500 teachers and 75 principals across 75 schools for 15-year-olds and, optionally, 10-year-olds and parents. Ultimately, Ukraine assessed 1,881 15-year-olds and 2,942 10-year-olds in 19 of its 27 regions, along with 2,545 parents. Results met the OECD’s technical standards and were analysed in Volumes I and II of the 2023 SSES results (OECD, 2024; OECD, Forthcoming), along with two reports on Ukraine’s own results (OECD, 2024; OECD, Forthcoming). Results show marked patterns in Ukraine compared to other sites, such as Bulgaria and Helsinki (Finland). For example, age differences in social and emotional skills were smaller in Ukraine, notably for optimism (Figure 1). The typical drop in skills seen between ages 10 and 15 had already happened by age 10 in Ukraine. The relationship between the skill of trust and all health and well-being outcomes among Ukrainian 15-year-olds was stronger than average (Figure 2). However, Ukrainian students reported above-average levels of wellbeing and confidence at school. A forthcoming report on teaching, school and parental practices further explores how Ukrainian children and schools are developing amidst conflict. These findings provide a unique, comparative view of how crisis affects children’s socio-emotional development and skill acquisition in schools—but not always in expected ways. Younger children confront challenges earlier, the protective power of relationships (trust) increases, but wellbeing and self-concept do not necessarily suffer. The OECD’s SSES holds important lessons for Ukraine and worldwide.

Paper #2
Play-based SEL Kernels in Ukraine: Landscape Research, Pilot Findings, Next Steps
Author information	Role
Oksana Roma, Lego Foundation, Ukraine	Presenting author
Emily Stolz, Harvard EASEL Lab, USA	Non-presenting author
Sonya Temko, Harvard EASEL Lab, USA	Non-presenting author
Bryan Nelson, Harvard EASEL Lab, USA	Non-presenting author
Rebecca Bailey, Harvard EASEL Lab, USA	Non-presenting author
Stephanie Jones, Harvard EASEL Lab, USA	Non-presenting author
Abstract
Social and emotional learning (SEL) is essential for the holistic development of children, particularly those exposed to adverse experiences such as displacement and exposure to violence, which are common in conflict and crisis settings (INEE, 2016; Osher et al., 2017 ). This study explores the adaptation and implementation of play-based SEL Kernels in Ukrainian primary and lower middle school classrooms during the current conflict. Kernels are distilled from comprehensive SEL programs into practical games, activities, and routines designed to promote social, emotional, and cognitive development (Jones et al., 2017 ). Implemented in 13 countries to date, Kernels have proven effective in enhancing children's social and emotional development (for example, see Barnes et al., 2021) . This study was designed to identify the specific needs and most relevant social-emotional skills in Ukrainian classrooms, gather feedback from teachers about SEL Kernels, and identify the challenges and successes in implementation. Findings guided adaptations to Kernels for a national rollout in the 2024-2025 school year. The study was conducted in two phases: landscape research and a pilot of Kernels. In the landscape research phase, surveys and focus groups were conducted with teacher trainers and teachers (see Table 1). Survey responses (n=23) were analyzed to identify the most relevant social-emotional skills in Ukrainian primary and lower middle school classrooms. Focus groups (n=36) were analyzed to identify specific needs and relevant framing of social-emotional skills. The pilot phase included 51 teachers from 10 schools across 5 regions of Ukraine, covering hybrid, online, and in-person learning environments (see Table 2). Teachers completed weekly surveys (n= 274) and participated in midline (n=45) and end-line focus groups (n=26). Survey responses were analyzed to determine the frequency of use and adaptations to Kernels, while focus groups were analyzed thematically (Braun & Clarke, 2006 ) to identify key themes and perspectives. Results revealed a strong interest in supporting students' social, emotional, and cognitive development. Prioritized skills included emotion regulation, cooperation, communication, emotion recognition, and self-control. Teacher wellbeing emerged as a critical area of interest, leading to the incorporation of supports for teacher wellbeing into the full set of Kernels. Pilot findings indicated that Kernels were particularly effective when students found the activities meaningful, could use strategies independently, and when the activities were seamlessly integrated into lessons and routines. Teachers reported that movement-based activities embedded in many Kernels boosted student engagement. However, significant challenges related to time constraints were identified. Teachers needed more time to facilitate the activities, especially with large class sizes, compounded by time lost in air raid shelters. These findings suggest that while Kernels hold the potential for supporting social-emotional development in Ukrainian classrooms, adaptations are needed to address time constraints and online learning challenges. Recommendations include strategies for using Kernels within shorter time frames, developing guidelines for online facilitation, and enhancing the playfulness of the Kernels. Addressing these challenges and aligning with the priorities of teachers and students enable Kernels to be more effectively integrated into Ukrainian classrooms, providing vital support for students’ social-emotional growth during a time of significant disruption.

Paper #3
Thriving Through Play: Evaluation of Teacher Training on Mental Health and Psychosocial Support in Ukraine
Author information	Role
Rena Deitz, New York University, USA	Presenting author
Deepali Pavagadhi, Mental Health and Psycho Social Support Network, Denmark	Non-presenting author
Abstract
The war in Ukraine has caused widespread destruction of life and property, disruptions in basic services, and forced millions of children and families to flee their homes in search of safety (Reinhard, Dang, & Matesva, 2021). Separation from friends and caregivers, fear of attacks, loss of learning opportunities, and uncertainty about the future can have devasting impacts on the mental health and wellbeing of children (Attanayake, et. al., 2009). Teachers, and schools, take on new roles in conflict-affected settings, where they provide lifesaving mental health and psychosocial support (MHPSS) (Nemiro, et al., 2022). Learning environments that integrate play can support well-being, social connections, and academic outcomes (Whitebread et al., 2017). Despite the links between learning, play, and wellbeing, education often gets deprioritized in settings experiencing adversity in favour of other survival needs. To address the acute needs of Ukrainian children, the MHPSS Collaborative, in partnership with the LEGO Foundation and Ukraine’s Ministry of Education and Science (MoES) developed and implemented “Thriving Through Play,” a play-based MHPSS teacher training package. The training provided practical and play-based strategies and tools for teachers to support the well-being of their students and themselves. This study explored the: (a) implementation of the training; (b) impact of the training on trainers, teachers, and students; (c) integration of play-based MHPSS into classrooms; and (d) enablers and barriers experienced in integration. It used a sequential mixed-methods design, such that data collected at each phase informed subsequent phases. Data presented in this paper includes: pre- and post-training knowledge, attitudes and skills assessments with trainers (n=121) and teachers (n=651); interviews with trainers (n=15) and teachers (n=27), and key informants (n=7); and teacher surveys (n=466). Both trainers and teachers reported improved knowledge, attitudes, and skills on play-based MHPSS after the training (see Table 1). Trainers saw greater gains in post-test scores, which may be attributable to challenges and variations involved while cascading the training to teachers. When the training was cascaded, its parameters (e.g., modality, duration, etc.) were modified based on context and feasibility within each oblast. We assessed if the impact of the training varied based on the training parameters (and other factors related to teacher profile) (see Table 2). We found that longer trainings (>30 hours) had greater impact on student and teacher wellbeing. Hybrid trainings (partially in person, partially online) trainings were associated with a statistically significantly lower reported impact (β=-3.241, p<0.01), compared to fully online trainings. These findings demonstrate the value of play-based MHPSS training and support for teachers in crisis-contexts, such as Ukraine. However, the training modality and approaches need to be further explored to determine what is most effective and feasible. Despite varied impact, teachers and trainers overwhelmingly placed high value on the training, noting its importance for both their students’ and their own needs. Most significantly, they reported benefits for students’ and their own wellbeing, despite challenges in cascading the training to teachers. Play-based MHPSS holds promise for improving students’ and teachers’ wellbeing, even in the face of acute conflict.

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