Enhancing Student Outcomes through the Synergistic Integration of Social-Emotional Learning (SEL) with IB Learner Profiles Attributes (LPA) and Approaches to Learning (ATL) Skills

Abstract

The intention of this paper is to summarise the large evidence-base on the integration of SEL, LPA and ATL into schools as a whole education approach. This integration is a demonstration of how the whole child approach could act as a catalyst for empowering and transforming student's engagement, behaviour, and development, and hence their lifelong potential for both academic and life success. Past research outputs on this subject have consistently shown the upsides. In a myriad of efficacy studies conducted, it has been found that the SEL programs enhanced students' emotional intelligence, classroom behaviour, and engagement, thus bettering their willingness for learning and the learning effects [Mahoney et al., 2018; Sklad et al., 2018; Yang et al., 2018]. In one of those studies, SEL was notably found to promote positive development and decrease the risks associated with students experiencing problems such as school failure or learning problems (Niles, 2021). Another study found that SEL also minimizes emotional distress, and it may impart important attitudes and skills for successful living (Durlak et al., 2011). In spite of growing interest in SEL, there is an evidence gap on how SEL, LPA, and ATL work together synergistically when co-employed in diversified school settings. This research aims to fill the existing evidence gap by combining empirical data from various sources in the literature. This empirical information is further supplemented in this study by practical insights obtained from a specific Chinese International Baccalaureate (IB) world school (herein referred to as School X). The purpose of this integration is to illustrate how such an orientation can promote a more holistic and enduring method of student development.