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Why Emotions Matter: Promoting Female Teachers and Gender-Transformative Social-Emotional Learning in Nepal. Policy Brief. Echidna Global Scholars Program

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Bibliographic Details
Title: Why Emotions Matter: Promoting Female Teachers and Gender-Transformative Social-Emotional Learning in Nepal. Policy Brief. Echidna Global Scholars Program
Language: English
Authors: Bhawana Shrestha, Brookings Institution, Center for Universal Education
Source: Center for Universal Education at The Brookings Institution. 2023.
Availability: Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Peer Reviewed: N
Page Count: 25
Publication Date: 2023
Document Type: Reports - Research
Descriptors: Foreign Countries, Adolescents, Females, Needs, Social Development, Emotional Development, Teachers, Teacher Promotion, Social Emotional Learning, Gender Issues, Access to Education, Social Support Groups, Teacher Role
Geographic Terms: Nepal
Abstract: Access to education is directly connected to the general well-being, social and emotional learning, and mental health of adolescents. Many adolescent girls in Nepal, however, appear to be left out of this "virtuous" cycle, unable to find space in school to meaningfully develop a sense of relatedness, autonomy, and competency. This policy brief presents findings from mixed-method research conducted in seven schools and two residential learning centers from three districts (Kathmandu, Lalitpur, and Kavrepalanchowk) of Bagmati province. It seeks to understand the socio-emotional needs of adolescent girls in Nepal, the role of female teachers in addressing those needs, and the support teachers themselves are (or are not) receiving to play this role. It also provides policy recommendations to aid female secondary school teachers in meeting their social-emotional needs in order to ensure their support for their adolescent girl students.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED640391
Database: ERIC
Description
Abstract:Access to education is directly connected to the general well-being, social and emotional learning, and mental health of adolescents. Many adolescent girls in Nepal, however, appear to be left out of this "virtuous" cycle, unable to find space in school to meaningfully develop a sense of relatedness, autonomy, and competency. This policy brief presents findings from mixed-method research conducted in seven schools and two residential learning centers from three districts (Kathmandu, Lalitpur, and Kavrepalanchowk) of Bagmati province. It seeks to understand the socio-emotional needs of adolescent girls in Nepal, the role of female teachers in addressing those needs, and the support teachers themselves are (or are not) receiving to play this role. It also provides policy recommendations to aid female secondary school teachers in meeting their social-emotional needs in order to ensure their support for their adolescent girl students.