• Social emotional learning in schools is best achieved when they are programmed. That is to say that the social emotional learning should be institutionalized to have a core and recognized place in the curriculum of the school. The process of coding the social emotional learning needs of students into the school’s curriculum is referred to as social emotional learning programming; and the specific activities that fall under the social emotional learning programming are known as social emotional learning programs.
• Roberts (2009) identifies some social emotional learning programs that could commonly be used in out schools and that are equally replicable in this particular school. But even before spelling out the specific social and emotional learning programs that can be implemented in schools, she cautions each of the programs should be able to “”provide some compensation, often working with parents and the local community” and that this should indeed be the sole basis for judging the viability of any named social and emotional learning program (p. 17).
• Based on the criteria given above, the following forms of social and emotional learning programs are identified and briefly outlined on how they function in the school system. The programs include citizenship education, Early Training Project, Penn Resiliency Programme (PRP), personal social and health education (PSHE), Social and Emotional Aspects of Learning (SEAL), the Carolina Abecedarian Project, and the Milwaukee Projects (p. 17-25). These social and emotional learning programs are used in different parts of the world; particularly in the United States of America and in the United Kingdom. Depending on where these programs are found, they are implemented in different forms. In the cases of the Early Training Project, the Carolina Abecedarian Project and the Milwaukee Projects, a lot of the attention and focus is on children from poor socio-economic families. Indeed, these forms of social and emotional learning programs cannot be underestimated in anyway because given any realistic international schools system; there is the likelihood that not all the children would be of equal socio-economic standing. Indeed, it is true to admit that in most cases, students from low-class socio-economic homes form the majority in most schools and thus adapting these programs for any model schools would be a step in the right direction. Research conducted on the viability and validity of the three programs namely the Early Training Project, the Carolina Abecedarian Project and the Milwaukee Projects found that even though the programs did not play significant roles in improving the intelligent quotients of the students involved, the students benefited greatly in terms of school and college attainment, social skills and behaviour. (p. 17). This is indeed an achievement that cannot be underestimated in any way. This is because the research further stated that coupled with motivation, the social and emotional learning programs did so well in ‘reducing the impact on crime and improve health and employment prospects” (p. 17). Other forms of social and emotional learning programs are equally viable. These are the personal social and health education (PSHE) and citizenship education. These two programs are common in England. These two progra