Policy Engagement for Systemic Interventions that promote Socioemotional Learning in ASAL areas of Kenya and Uganda (PESSEL)

While early SEL interventions show promise, there is still need for tailored approaches. There is need for clear guidelines on what socio-emotional learning entails, community involvement, and inclusive policies are essential for effective implementation.  This project, in its second phase, involved holding convenings on how to build collaborative networks among stakeholders (parents, teachers, heads of schools, county representatives, youth representatives, faith-based organizations, representatives from Kenya institute of curriculum development and teacher service commission) to champion socioemotional learning in Kenya and Uganda. Funded by Porticus Foundation, it also involved establishing a roadmap for integrating socioemotional learning into the existing programs and school activities and developing policy briefs that would inform SEL integration to the curriculum and its implementation in Kenya and Uganda. Guidelines on pedagogical and non-pedagogical approaches that teachers and school administrators use to create an environment that is conducive to socioemotional development and learning in Kenya and Uganda were also developed.