School-Based Interventions Promoting Social Capabilities among Students: A Scoping Review of Literature

Autor/inn/en	Ansari, Aisha Naz; Rizvi, Nusrat Fatima
Titel	School-Based Interventions Promoting Social Capabilities among Students: A Scoping Review of Literature
Quelle	In: Review of Education, 11 (2023) 2, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Aisha Naz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3404
Schlagwörter	Foreign Countries; School Role; Social Emotional Learning; Interpersonal Competence; Intervention; Self Management; Resilience (Psychology); Psychological Patterns; Mental Health; Prosocial Behavior; Metacognition; Parent Participation; Mentors; Athletics; Developing Nations; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Interpersonale Kompetenz; Selbstmanagement; Psychohygiene; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Elternmitwirkung; Leichtathletik; Developing country; Developing countries; Entwicklungsland
Abstract	This paper presents a scoping review of existing literature published between 2010 and 2022 on the role of schools in promoting social capabilities among students. It aims to map the evidence regarding the school programmes or interventions that are practised across the globe to promote psycho-socio-emotional skills among students. The review indicates a broad scope of social interventions with limited evidence on interventions promoting social capabilities. Notably, both formal and non-formal programmes are being offered in schools to foster social--emotional learning, self-awareness (e.g., self-regulation, resilience and forgiveness in attitude, and mental health awareness), and pro-social behaviour development (e.g., positive behaviour, mindfulness, management and support, parental involvement, mentorship, sports and animal protection). This review highlights substantially encouraging effect of interventions for promoting social capabilities among students. However, the short-term nature of programmes hardly allows the sustainability of acquired skills and behaviours among students. Additionally, the review identified a contextual gap in developing countries, including Pakistan. Therefore, it suggests the integration of such programmes in school policies and curricula, after contextualising, to ensure their regularity and sustaining psycho-socio-emotional skills. This recommends the development, and execution of an intervention that encompasses all the components of social capabilities collectively, along with examining its efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01