![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The authors explore the role of social–emotional learning in developing positive behaviors in students and the related challenges faced by teachers in the United States and India.
Additional information
Notes on contributors
Rashmi Khazanchi
Rashmi Khazanchi teaches in the inclusive classroom at Mitchell County High School in Camilla, Georgia. Her specializations include behavior modification, special education, and science, and her areas of research interest include gamification, artificial intelligence, and cognitive load theories. Email: [email protected]
Pankaj Khazanchi
Pankaj Khazanchi is a doctoral candidate at Liberty University and teaches students with Autism Spectrum Disorder at Awtrey Middle School in Kennesaw, Georgia. Among his specializations and research interests are the integration of UDL principles, behavior modification, and social–emotional learning. Email: [email protected]
Vinita Mehta
Vinita Mehta is a doctoral candidate at MLS University in Udaipur, India, and teaches at Sanjeevani Teachers’ Training College. Her expertise and research interests include performing action research, developing teaching skills, and managing stress in student teachers. Email: [email protected]
Neetu Tuli
Neetu Tuli is the Director and Co-founder of Mom's Belief Vatsalya Special School in New Delhi, India. She has expertise in providing leadership skills and teacher training. Her research interests include mindfulness, behavior therapy, and curriculum for students with disabilities. Email: [email protected]