IBO RESEARCH

What the IBO Research Says...​

• IB programmes support prioritization of school well-being​

• Learner Profile = key tool for providing language to help students & teachers engage with ideas connected to social & emotional well-being (SEW)​

• ATL & CAS offer ways to focus on SEW through the curriculum​

• CP seen as a means of supporting SEW of students who were less comfortable with DP (Cooker et al., 2016)​

IB Policy Research on SEL/Well-Being​

"IB students perceived experiencing both positive and negative social/emotional consequences of their participation in these programs"​

• Students’ motivation, growth mindset, self-efficacy, and emotions influence metacognitive learning strategies, which supports academic resilience ​

• Metacognition skills critical for implementing a growth mindset and managing emotions ​

• Teacher modeling of growth mindset in the face of setbacks demonstrates a self-regulatory process for academic resilience (Beach et al., 2021)​

• Managing fear of failure & anxiety plays a role in shaping academic buoyancy, so developing students’ EI & ability to cope effectively with negative emotions is key ​

• Emotional regulation provides many benefits for academic resilience:​

• Helping students adjust stress response, anxiety & other negative emotions experienced regularly in school (Anderson et al., 2021)​

• IB Policy Research on SEL/Well-Being

How can we help foster EI elements in all facets of school life, i.e. making explicit links between EI & ATLs?

Discussion/Reflection Prompts​