Content area
The general aim of this paper is to form and develop prosocial behaviors in order to prevent school failure and to promote a unified and positive school environment, with no social exclusion, with the purpose of improving students' academic and social results. Recent research shows that educational institutions should concentrate not only on students' cognitive development but also their socio-emotional skills. In doing so, teachers consistently aim developing student socio-emotional competences therefore building a positive learning environment favorable to academic learning. Social and emotional development should be on the teacher's agenda, they need to understand the great importance of social competence, and the strong link between cognitive, emotional and social competences to better implement them will foster the development of a healthy and inclusive educational climate. In other words, students that are not happy in school are not able to easily focus or learn. Results show how such projects that develop social skills and behaviors are necessary and implicitly lead to school performance.
Details
Emotional Development;
Competence;
Punishment;
Behavior Standards;
Learning Strategies;
Learning Processes;
Academic Achievement;
Academic Accommodations (Disabilities);
Interpersonal Competence;
Predictor Variables;
Experimental Programs;
Private Financial Support;
Program Implementation;
Prosocial Behavior;
Expectation;
Helping Relationship;
Interpersonal Attraction;
Aggression;
Educational Environment;
Behavior Problems;
Research Methodology;
Educational Facilities Improvement;
Cognitive Development;
Educational Strategies
Students;
School environment;
Violence;
Emotional development;
Cognitive development;
Learning environment;
Cognition;
Prosocial behavior;
Teachers;
Emotions;
School violence;
Academic achievement;
Social skills;
Learning;
School failure;
Inclusive education;
Schools;
Social development;
Behavior;
Social exclusion;
Educational research;
Skills;
Social factors