Benthunglo Kikon and Watimongla Jamir
In today’s fast-paced, technology-driven world, where gadgets often replace face-to-face interactions and artificial intelligence influences daily life, the need for Social Emotional Learning (SEL) has never been more critical. SEL—the process of developing skills to understand, express and manage emotions—is not just an educational trend but an essential foundation for the holistic development of children worldwide.
In Nagaland, where SEL is still a relatively new concept, integrating it into the education system can be transformative. Many students in government schools come from vulnerable backgrounds, often living with guardians rather than parents, and lack the opportunities available to their peers in private schools. Life skills can play a life-changing role in these students’ lives. SEL equips students with critical abilities like self-awareness, empathy, resilience and effective communication—skills vital to become employable and navigate an increasingly complex world.
The Need for SEL in Nagaland: Insights from Research
The National Education Policy (NEP) 2020 envisions an education system that prioritises not only academic excellence but also the emotional and social wellbeing of students. An Indian non-profit organisation, Dream a Dream, which works to transform education for children and young people, conducted a study on the “Social and Emotional Wellbeing of students in Nagaland” in 30 state board schools in four districts of Nagaland (Mokokchung, Kohima, Mon and Zuneheboto). The study sample consisted of 902 students studying in grades 6–12, 57 teachers and 61 parents. The findings revealed that most students scored low in emotional wellbeing, personal wellbeing and resilience. Sub-skills like autonomy, coping with stress and emotional regulation were identified as weak.
Teachers reported frequent unresolved anger outbursts among students and noted low self-awareness (e.g., lack of confidence and limited awareness of strengths and weaknesses). Both teachers and parents observed that students hesitated to express doubts or engage in classroom interactions, making it challenging to assess comprehension. 53.3% of teachers responded that students needed to improve their relationship skills with peers and teachers. This research highlighted the need to promote emotional wellbeing by providing students with mentor figures for support and motivation.
The Missing Link: Building Teacher’s Emotional Competence
A teacher can create the best or the worst learning memories and shape the direction of the students’ life. Educators with strong SEL competencies are better equipped to manage their emotions, build supportive relationships and create positive learning environments. This is particularly crucial in Nagaland, “where teachers expressed that they often felt overburdened with administration work and the pressure to complete the syllabus, which prevented them from having one on one conversations with students”. When teachers develop emotional competence, they become mentors who guide students through both academic and personal growth. SEL training for teachers highlights the importance of providing safe and positive learning spaces for students through empathetic and non-judgemental adults.
A Collaborative Step Forward to Strengthen Education
Significant steps have been taken by the Department of School Education, Nagaland, in collaboration with Dream a Dream. They organised training for 207 government teachers from 176 schools across 17 districts to equip them to become SEL ambassadors with skills on self-awareness, facilitation and compassionate, strength-based teaching to address adversity. These teachers are now empowered to manage their wellbeing and create nurturing environments where every child feels seen, heard and valued. Peteneilhou Zeny-u, Graduate Teacher at Govt. High School Kiruphema, shared, “Being part of SEL training has truly impacted my teaching profession and helped my students understand themselves better.” S. Lochumbeni Tsopoe, Graduate Teacher at Govt. Higher Secondary School, DIphupar A, reflected on the “transformation in students’ engagement in class as a result of role-modeling care in the classroom”. Listening to students and making them feel heard are essential skills for teachers today. Building a positive foundation with students before starting the school curriculum is imperative to learning.
The Future of SEL in Nagaland
As the world becomes increasingly reliant on technology, SEL serves as a crucial counterbalance, emphasising human connection and emotional wellbeing. It prepares students to navigate real-life challenges, collaborate effectively and contribute meaningfully to society. For Nagaland, integrating SEL into the education system is not just an option—it is a necessity for teachers and students to thrive together and for every child to be empowered to dream, grow and succeed.
While the world celebrates SEL Day in March, embracing these principles allows us to reimagine education that goes beyond imparting knowledge—it nurtures the hearts and minds of our children, preparing them to face the world with confidence and compassion.
Benthunglo Kikon is a Government Teacher Counsellor at Government High School, PWD Kohima with an experience of 12 years of working with vulnerable students.
Watimongla Jamir is a Program Associate at Dream a Dream and has been working in collaboration with the Department of School Education, Nagaland to mainstream SEL in 176 government schools.
