Why focus on social-emotional development helps international school’s students ‘reach full potential’
- Ability to handle challenges such as emotion, empathy, stress management and problem-solving during child’s formative years provides crucial future life skills
- Karrie Dietz, head of Stamford American School Hong Kong, says its well-rounded, inquiry-based approach to learning nurtures students and helps build character
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A survey of 402 Hong Kong teachers, carried out by the Hong Kong Federation of Youth Groups, showed that emotional issues are an increasingly common concern among students.
The 2017 study also revealed that an overwhelming majority of teachers felt they lacked the necessary knowledge and skills to handle these kinds of problems.
Focusing on social-emotional development in education is crucial for children during their formative years if they want to deal with life’s numerous challenges as adults and “reach their full potential”, Karrie Dietz, head of Stamford American School Hong Kong, in Ho Man Tin, Kowloon, says.
“It’s absolutely, very important: we really cannot expect our children to be able to ignore issues affecting them.”
Dietz – the latest teaching expert to discuss pertinent issues surrounding education in South China Morning Post’s recurring EdTalk video series of interviews – says it is invaluable for children to develop the ability to cope with things such as emotion, empathy, time and stress management, problem-solving and skills for learning.
These skills form part of the “building blocks” of a child’s development that will help to pave the way for future success.
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The private school’s well-rounded inquiry-based approach to learning, combined with rigorous American academic standards – which caters to up to 1,000 students aged five to 18 from more than 30 countries – includes social and emotional lessons, from the pre-primary level up to graduation. At every stage, its three full-time counsellors are there to help.
“Stamford’s counsellors also work with our teachers to embed social-emotional learning into the curriculum, not only during the dedicated lessons, but also in how we approach teaching and learning,” Dietz says.
Pursuing broader educational goals
“By using a very solid set of American-based standards, we can ensure that students develop a very strong foundation in core subjects, [while] our inquiry-based approach engages students and develops curiosity and independent thinking,” Dietz says.
This unique combination of both frameworks allows for “a personalised learning approach that ensures every student is nurtured”, she says.
Using a solid set of American-based standards ensures students develop a strong foundation in core subjects, [while] our inquiry-based approach engages students and develops curiosity and independent thinking
In addition to the American high school diploma, Stamford students can also pursue the International Baccalaureate (IB) diploma programme, a rigorous and well-rounded course of studies often valued by international universities.
“Because the [IB] programme is very broad and balanced, it prepares students to be strong, not only in academics, but [also] ensures that students build character,” Dietz says.
Besides academic learning, developing the whole person – socially, emotionally, and physically – is a key focus at the school. As such, its curriculum incorporates service learning, outdoor education, sports and other activities.
“Students are offered opportunities to explore real-world problems and participate in projects that allow risk-taking and new ideas,” Dietz says. “And these projects involve [the] use of skills from multiple subjects.”
Grade Six students were recently given the task of collaborating with other people while designing an interactive outdoor wall at the school.
“In addition to empathising [with] and understanding the needs of the users, they use their knowledge of design and materials, as well as their innovation and creativity, to come up with ideas for the wall,” Dietz says.
“And then they use their technology and presentation skills to pitch their ideas to leadership.”
Making future learning easier
To drive innovative, higher-order thinking, Stamford American School Hong Kong has pioneered a creative STEMinn program to help students develop core skills in STEM subjects – science, technology, engineering, mathematics and innovation – and instil future-ready skills, such as design thinking.
Providing outdoor education opportunities is a priority … when children and adults connect with nature they tend to be happier and healthier … Happy children are most ready for learning and experience the most success
“The innovation component added to the STEMinn program allows students more opportunities to engage in design thinking,” Dietz says.
“This … process is used to transform an idea into a practical solution that solves a real-world problem.”
Stamford American School Hong Kong’s campus has also been transformed, with the recent addition of new facilities, including high school science laboratories, special art studios and a design technology workshop.
The school’s secondary students also designed a new library, with its layout planned according to the needs of its users.
“They have included not only areas for books, but also areas to work collaboratively and independently,” Dietz says. “And they chose a very modern design to inspire creativity and innovation.”
The refreshed campus has also placed a greater emphasis on outdoor play spaces, which are intended to support “developing the whole child”, she says.
“Providing outdoor education opportunities is a priority for Cognita, our [global private] school‘s group, because research shows that when children and adults connect with nature they tend to be happier and healthier.
“We know that happy children who are excited to come to school are most ready for learning and they experience the most success.”
