UNESCO publishes a report on socio-emotional skills in classrooms across Latin America and the Caribbean

A study conducted by UNESCO's Regional Office for Latin America and the Caribbean, through its Latin American Laboratory for the Assessment of the Quality of Education (LLECE), points out that despite unfavourable contexts in the region, students perceive themselves as empathetic, open to diversity, and capable of school self-regulation. With this as a starting point, the organisation launched a publication on 9 July 2024 that analyses the results obtained and, for the first time, provides not only data but also tools aimed at educational communities to strengthen socio-emotional skills in the classroom.

The report, Aportes para la enseñanza de habilidades socioemocionales, is based on the findings of the Regional Comparative and Explanatory Study (ERCE 2019), which included 80,000 sixth-grade primary school students from 16 countries in Latin America and the Caribbean. The publication emphasises the importance of explicitly integrating socio-emotional skills into school curricula to foster a more inclusive educational environment where learning takes place effectively.

Among the main findings of the study, it was established that one in two students in Latin America and the Caribbean report behaviours, emotions, or feelings that demonstrate empathy repeatedly in the school context. Regarding openness to diversity, on average, students in the participating countries report a favourable attitude: 8 out of 10 students give positive ratings to this variable. When analysing school self-regulation, three out of four responses indicate that students perceive themselves as capable of engaging in self-regulated actions in the school setting, such as managing emotions and behaviours.

"Teaching socio-emotional skills opens new doors for our students, which improves not only academic performance but also their emotional and overall wellbeing," said Esther Kuisch Laroche, Director of UNESCO's Regional Office for Latin America and the Caribbean. "By continuing to promote empathy, openness to diversity, and self-regulation, we are helping to build a more resilient generation, aware of others, and prepared for future challenges," she added.

Moreover, this document reinforces that socio-emotional skills are essential for navigating life, developing positive relationships, participating constructively in society, and performing in the workplace, among other numerous benefits. These skills are acquired throughout life and-more importantly-can be taught and learned in classrooms, which requires systematic planning and guidance. According to UNESCO data, empathy, openness to diversity, and school self-regulation are fundamental not only for the personal and academic development of students but also for promoting a safe and cohesive school environment.

The publication Aportes para la enseñanza de habilidades socioemocionales, also includes technical analysis foundations and a set of practical activities for teachers, aimed at students from grades 1 to 6. These activities are designed to integrate socio-emotional learning into daily classroom practice and foster students' holistic development.

The role of schools

UNESCO highlights the crucial role schools play in providing comprehensive learning opportunities for all children and young people. Therefore, education systems must work on socio-emotional skills explicitly and systematically, considering what happens in schools, with teachers being key to promoting and developing these skills.

Carlos Henríquez, coordinator of the LLECE Laboratory, explained that "one aspect of the school experience that seems to make a significant difference in the development of socio-emotional skills relates to the teaching staff. Children who perceive their teachers as more interested in their wellbeing, more supportive, and better organised in their teaching are also students who report higher levels of socio-emotional skills and are associated with better academic performance."

Esther Kuisch Laroche, Director of UNESCO's Regional Office for Latin America and the Caribbean, indicated that "it is crucial to provide teachers with the tools to accompany their students in their socio-emotional development. In this sense, education systems, through their policies, plans, and programmes-from teacher training to guidelines related to assessment-must prioritise socio-emotional learning."

The publication Aportes para la enseñanza de habilidades socioemocionales, launched within the framework of the SDG 4 regional dialogue webinars on education, which includes these tools for teachers, is available for open access on the UNESCO website. UNESCO will soon publish a similar report covering the areas of Language, Mathematics, and Science.

More information:

• Regional Comparative and Explanatory Study (ERCE)

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