The facilitators of this program are practicing experiential educators specialized in child and adolescent psychology. Therefore, the modules are designed to use experiential methods of learning through Task-based Activities, Presentations Demonstrations, Ice-breakers Group Games. Some of the activities we are doing while taking lessons are listed below:

• Understanding Self-potential: In making students understand Carol Dweck’s theory of Fixed vs Growth Mindset, they are given different situations to explore their thoughts, feelings and behaviour under both mindsets. It gives a new lens to students to check their day-to-day behaviour. In the feedback session, almost 15/20 students mention that this module has helped them deal with failures and perceived limitations.
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• Mindset: In making students understand Carol Dweck’s theory of Fixed vs Growth Mindset, they are given different situations to explore their thoughts, feelings and behaviour under both mindsets. It gives a new lens to students to check their day-to-day behaviour. In the feedback session, almost 15/20 students mention that this module has helped them deal with failures and perceived limitations.

• Here and Now Application: At the Kolhapur session, a ball hit a student and in turn he hit it back. There was an exchange of heated words. The boy insisted that he didn’t hit first and many didn’t know about the other student. We invited the other student who was not even known to us to come forward and accept the mistake. We discussed how it was an opportunity to display the quality of being honest. The facilitator discussed with the students what made an environment a safe environment in 4 aspects - Physical, Social, Emotional, and Intellectual. The discussion then led to making a list of Do's and Don'ts within the classroom and school. It was a kind of behavioural contract between the student group.
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• Value Based Decision Making : Discussing decision making case studies among the students by dividing them into four groups, giving them a situation and waiting for them to use their imaginations to come up with diverse solutions. The experience leads to making a list of words, understanding their meaning, and how to use them while making personal decisions.

Further after such sessions, assignments are given to them to explore their mindset daily by setting aside 10 minutes before sleep to reflect on their thoughts and behaviour. Such modules, therefore, focus on developing competencies of Self-awareness & Management, Responsible decision making and Relationship Skills among the students. Additionally, the initiative has been taken to involve parents in the development of children with more awareness. Further, the teachers can be given a new perspective of experiential learning other than their regular teaching. This will result in enabling greater engagement among teachers, parents, and students.Our Initiative has benefitted approx. 204 students, including 102 boys and 92 girls. Our approach is to focus on building the emotional resilient individuals to promote prosocial behaviour. This corresponds to target 4.7 of Sustainable development goals. Despite these efforts, the awareness about the utility of the SEL remains meagre. There is a considerable need for the concerned stakeholders to take appropriate steps in integrating it in the education system. Apart from this, the parents and community should support and participate in taking up the small initiatives at the early stages of child development.

- Neha Sehgal (Research Associate)