Under the Data Visualization and Mapping course at design school, I worked on a project to identify the barriers to social emotional learning (SEL) in the Indian education system and think of solutions to increase access to it. Based on a comparative analysis of SEL education in the US and India, I identified various intervention points and created prototypes of possible strategies to provide students in low income schools with SEL skills.
Mapping the Problem
Based on my experience as a teacher in India, I felt SEL education was restricted to only a few classrooms there compared to the US and I further researched possible reasons for this. This visual does a comparative analyses of the domains of Social Emotional Learning (SEL) in schools between the US and India, based on my findings.
Points of Intervention
Triangulating the data from this map with teacher anecdotes and my first-hand experience of teaching SEL in low-income communities in India, helped me identify points of intervention to increase the access to SEL in Indian schools, especially under-resourced ones. This pushed me to think about my problem statement: How might we create a low-cost classroom environment for children from marginalized backgrounds in India to engage with, to build their social emotional wellness without teacher instruction.
Keeping in mind the challenges of time, resources and teacher mindsets, I designed prototypes of highly engaging, low-cost visual game boards that could be used on walls in schools, to provide social emotional education without significant teacher or time intervention. Shown here are a few examples of the game boards to introduce the value of ‘Honesty’ to students.
Based on the feedback provided by professors and peers, I have listed below possible questions to think about for the next version. I intend to create other such boards and test their usability and efficiency in Indian classrooms this coming Fall.