EDUCATIONAL TRANSFORMATION THROUGH SOCIAL EMOTIONAL LEARNING: STRATEGIES AND IMPLICATIONS

The COVID-19 pandemic and subsequent lockdowns in 2020 had a major impact on the mental health and education of adolescent girls particularly in Sindh, Pakistan. With schools closed and limited access to technological facilities, the majority of young girls were stressed, anxious, and isolated due to no provision of online education. This research paper looks into the young schoolgirls' mental health problems in Sindh during the COVID-19 pandemic, with a focus on the absence of Social and Emotional Learning (SEL) in school. SEL allows students to manage emotions, build relationships, and make moral decisions, which was in severe deficiency, exacerbating the psychological toll of the pandemic. The data were collected from 30 students by means of action research. The gathered data were subjected to qualitative analysis. The research points out the implementation of a SEL-based project, "Digital 9 to 1x19," to tackle such issues. Through a series of web-based interventions, such as self-care diaries, competence enhancing exercises, and digital literacy sessions, the project attempted to sensitize and decrease the mental toll of 100+ beneficiaries, which included, 30 teenage girls, their parents, teachers, coordinators, and school principals in the seven districts of Sindh. Entrepreneurship was also promoted, and a few of the participants initiated small online businesses to earn money and improve the financial conditions of their families. The study concludes that SEL activities not only helped participants cope with the emotional stress of the pandemic but also helped them gain new skills and confidence. This initiative also diminished old gender stereotypes and norms, allowing girls to utilize technology to learn and educate themselves. The study also highlights the necessity of integrating SEL into school curricula to allow the mental wellbeing and emotional health of learners, especially during crisis periods. It Communication Specialist (TIC) at the Human Rights Department, Government of Sindh. 
International Girls’ Advisor for the Adolescent Girls Investment Plan (AGIP), a global feminist coalition advocating for young women's rights, Winner and Grant Recipient (UN, Geneva). 
Warns of increased investment in SEL programs, teacher training, and online resources to allow all learners, especially in low-income communities, to gain the resources they require to succeed emotionally and academically.