SITE STUDIES
India
The studies conducted in India assessed the feasibility and impact of the SEE Learning program across diverse educational settings in both rural and urban regions. A mixed methods approach was utilized, incorporating qualitative longitudinal studies in Rajasthan, Mumbai, and Pune, alongside quantitative data collection in Mumbai and Pune. The research aimed to explore program design, participant effects, program adaptation over time, and preliminary impacts.
In Rajasthan, qualitative interviews with Kshamtalaya Foundation fellows were conducted at the beginning and end of the program’s implementation. Thematic analysis of these interviews provided valuable insights into the program’s design, participant experiences, and local adaptations.
In Mumbai and Pune, qualitative longitudinal data were gathered from teachers and students at the start and conclusion of the program. Thematic analysis was employed to identify critical aspects of program design, participant experiences, and cultural adaptations.
Additionally, a quasi-experimental design was implemented in nine government schools in Mumbai and Pune, involving over 1,400 4th and 5th-grade students from the Akanksha network. This approach yielded a robust dataset for evaluating the program’s effectiveness and areas for improvement.
The findings underscore the potential of the SEE Learning program to enhance educational outcomes through tailored, context-specific adaptations in both rural and urban settings.
SEE Learning Efforts by Piramal Foundation
Piramal Foundation for Education Leadership (PFEL), the education initiative of Piramal Foundation and a SEE Learning primary affiliate, aims to provide 21st century education to millions of children, especially those from marginalized communities, by leveraging the power of youth and strengthening government systems. It collaborates with the central and state governments of India, national and international organizations to accelerate change in India. Since June 2019, with the signing of a Memorandum of Understanding with Emory University, the foundation has adopted SEE Learning as one of the programs it is using to transform “the education ecosystem in India”. PFEL is implementing SEE Learning across numerous states in India: Gujurat, Rajasthan, Maharashtra, Haryana, Uttar Pradesh, Jharkhand, Jammu & Kashmir, and Odisha. While working to build the capacity of its 1500+ employees, it has trained 120 senior and middle managers, developed 45 Emory-certified SEE Learning facilitators, produced hundreds of coaches and thousands of SEE Learning Ambassadors–all to impact millions of children by 2025.
In just one district in Rajasthan, it has offered deep SEE Learning interventions in 110 schools. PFEL has initiated a SEE Learning research lab in Rajasthan for piloting various SEE Learning interventions. Other states have followed suit as the Piramal Foundation works with various government bodies to integrate SEE Learning into statewide educational agendas. This effort to bring SEE Learning to the highest policy level and effect systemic changes has huge potential to impact millions of school children across the country.
SEE Learning India
From summer 2002 to spring 2024, a comprehensive study was conducted to explore the feasibility and preliminary impact of the SEE Learning program in India, encompassing both rural and urban regions. The findings revealed significant improvements in emotional expression, prosocial behavior, conflict reduction, and the creation of inclusive environments among both students and educators.
Key outcomes included:
Enhanced Emotional and Behavioral Skills: Students demonstrated improved emotional regulation, increased empathy and compassion, and a reduction in conflicts. Educators experienced personal growth and greater effectiveness in managing classroom dynamics.
Adaptation and Integration: The program was tailored to meet various cultural and linguistic needs, showcasing its versatility and relevance across diverse settings.
Influencing School Culture: Schools showed a positive shift in attitudes towards SEE Learning, with noticeable improvements in classroom dynamics and conflict resolution strategies.
This research has preliminary implications for educational policy and practice in India. It aligns with the National Education Policy 2020’s emphasis on socio-emotional learning and underscores the necessity for programs that cultivate 21st-century skills such as compassion and ethical understanding.
