Cultural competence is closely tied to social and emotional competence 

Teaching students about oppressiveness and critical consciousness is a vital component of social-emotional learning. Social and emotional learning is the process through which the young students and even adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal goals, express empathy, establish and maintain supportive relationships, and make responsible decisions. Cultural competence is the ability to examine the various social and cultural identities, understand and appreciate diversity, recognize and respond cultural demands and opportunities, as well as, build relationships across cultural backgrounds. 

Cultural competence is closely tied to social and emotional competence. SEL or SEEL (Socio-Emotional & Ethical Learning) clubbed with cultural competence can become one such process which equips the children to live peacefully and constructively in the society as responsible citizens. 

Over the past decade, Seth Anandram Jaipuria Schools embraced social-emotional learning as a key ingredient in their students’ success. Our educators invested in social-emotional ethical learning to ensure that SEL practices are enacted in ways that are culturally responsive and equitable for youth. 

For example, cultivating students’ tenacity and growth mindset—their belief that effort determines success— can have powerful and positive effects. Students' lives are also shaped by external forces such as racism, sexism, and ableism, bullying etc., that can have greater impacts on young minds and need to be addressed effectively to form a “psychological armor” for them  

To address the needs of the children, we have introduced a framework for each class which helps children to conceptualize oppression as interpersonal, institutional, or internalized in nature. Mentors are able to guide the youth, while working in groups. Short Provide assignments in which students can effect change in the real world e.g. podcasts, presentations, videos and other school initiatives assist in brainstorming their own key takeaways. Such assignments help students develop empathy and perspective. The key dimensions of social-emotional learning as well as their understanding of how to effect change is ultimately a key dimension of critical consciousness.  

The easiest way to implement SEL, as per me, is to first choose a competency and determine how it can be most effectively, and purposefully, used in the classroom. In my experience as an educator, we should not just act upon SEL but culturally responsive practices, which can be clubbed with academic subjects. This is possible through effective planning within lessons and inter-disciplinary approaches. For example, self-awareness and social-awareness can easily become a culturally responsive strategies by having students free-write their thoughts on a topic about to be discussed. They can make a personal connection, reflect on their own experiences, or even open it up to any societal beliefs. This ensures that not only are they having a chance to become more aware of their own beliefs, thoughts, etc., but also connecting prior experiences specific to what they see around. 

The next step ahead should be to integrate it within the society at large. Children with strong social-emotional skills are at an advantageous state of being able to cope with everyday challenges and benefit professionally and socially. From impulse control to emotion management, from effective problem-solving to self-discipline and more, social-emotional learning provides a base for positive and long-term effects on kids, adults and communities. It results in phenomenal outcome - Children thrive, schools win, workplaces benefit and society strengthens.  

Thus, in conclusion, I would say, engaging youth in learning SEL & Cultural Competencies simultaneously foster their social-emotional learning and critical consciousness, that in turn empowers them to prosper and transform the world.  

Manju Rana is the Director of Jaipuria Group of Educational Institutions. Views expressed are personal.