Abstract:

The study focuses on social and emotional learning of primary students during the Covid-19-pandemic related school closures. Based on the notion that social interaction (with peers and teachers) is key for students’ social and emotional learning, the study examines the contribution of distance learning and extracurricular offerings during pandemic related school closures in 2020 to the development of social and emotional skills. Data collected from almost one thousand student surveys conducted in selected regions in Germany (Berlin and Brandenburg), Australia (Queensland), and Georgia are analyzed and results are discussed from an international comparative perspective. Findings show that in the sample of students from Germany self-directed learning skills and perseverance increased, and cooperative learning skills decreased, while in the Australian sample the only significant development is found in an increase in students’ perseverance. For Georgia, students’ self-assessments show significant decreases in all skills. In general, distance learning seems to have played a subordinate role in the development of students’ social and emotional skills, but attendance of extracurricular offerings contributed to the development of students’ self-directed learning skills. The paper discusses potential reasons behind the observed between country differences and the impact of school closures on the social and emotional learning of primary students.