Teachers' Lived Experiences of Integrating Social-Emotional Learning in Inclusive Classrooms: An Interpretive Study of Elite Schools in Lahore

Abstract

This study aimed to understand the conceptualisations and pedagogical practices of social-emotional learning (SEL) among teachers in the context of the cultural specificities of classroom, institutional, and societal settings. The data were gathered through classroom observations and semi-structured interviews conducted in four elite private schools. The results indicate that teachers make Western-oriented SEL models more Pakistani-culturally specific and school-related, and in many cases, teachers do not follow their own pedagogical choices but tend to address institutional pressure. According to teachers, there are notable difficulties in implementing SEL, such as an inability to meet the needs of diverse learners, challenges in managing the root cause of exclusion, challenges in dealing with the complexities of classroom management, and an inability to differentiate SEL principles with differentiated instruction to diverse student populations. Most professional advances in this field are based on informal learning processes in the workplace and mutually shared knowledge, rather than organised professional training programs. This study sheds light on the most significant gaps in translating the ideals of inclusive education into actual situations in the classroom and highlights the need to introduce culturally responsive SEL models, provide teachers with increased levels of teacher well-being support, and ensure the increased presence of a collaborative learning process. These findings have implications for educational policy and practice in Pakistan and similar situations.