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Abstract
The present study aimed to explore the outcomes of a small-scale social and emotional learning (SEL) intervention programme regarding the social behaviour and the social position of pupils from culturally diverse backgrounds. Seven primary and secondary education teachers participated in the study along with the pupils attending their classes; among them there were seven pupils from immigrant or repatriated families who presented social, emotional or behavioural difficulties (target-pupils). The SEL programme was designed to promote target-pupils' social integration. Pre- and post-intervention assessments were conducted with the use of qualitative and quantitative methods. Results indicate a positive interaction during the application of the SEL programme's activities between the target-pupils and their classmates and a few gains in the target-pupils' behaviour and social position following its implementation. The findings are discussed with respect to the need for SEL programmes to enhance immigrant pupils' social integration. Limitations of the study are also discussed.
Notes
1. This project has been commissioned by the National and Kapodistrian University of Athens and the Center of Intercultural Education under the auspices of the Ministry of Education.
2. This project has been commissioned by the Aristotle University of Thessaloniki and the Center of Intercultural Education under the auspices of the Ministry of Education.
3. In Greece both primary education and secondary education last six years. Primary education covers the ages from 6 to 12 and secondary education corresponds to the ages of 12–18 years.
4. Children's names are fictitious.