Perceptions and Strategies of Secondary School Teachers in addressing Social and Emotional Needs of Students in Skardu City

Abstract

The social and emotional development of students is crucial for their academic and personal growth, as emotionally and socially competent students tend to perform better academically. This study investigates the strategies employed by secondary-level teachers in private schools of Skardu city to support students with social and emotional concerns. Using a qualitative research approach, data were collected through interviews, observations, and document analysis, with participants selected via purposive sampling. The thematic analysis of the data revealed that factors such as the home environment, social media, peer interactions, school environment, and teachers' social and emotional wellbeing significantly influence students' social and emotional development. Indicators of social and emotional issues among students include lack of focus, isolation, disrespect towards teachers, and absenteeism. The study identifies key challenges, such as heavy syllabi, communication gaps with parents, and inadequate professional development for teachers, that need to be addressed. It emphasizes the importance of providing support and resources for teachers, employing counselors, fostering positive relationships, ensuring robust school management support, offering professional development opportunities, and integrating social and emotional development into the curriculum to enhance students' overall wellbeing.