Beyond Translation: What South Asia Can Teach the World About Social and Emotional Learning

Sreehari Ravindranath; Sarah Khan; Tabassum  Amina; Bhawana Shrestha; Manjula Dissanayake

Beyond Translation: What South Asia Can Teach the World About Social and Emotional Learning

Sreehari Ravindranath^*
, Sarah Khan
, Tabassum Amina
, Bhawana Shrestha
, Manjula Dissanayake

^*Corresponding author for this work

Learning Institute for Future Excellence

Research output: Contribution to journal › Article › peer-review

Abstract

Key takeaways
Social and Emotional Learning (SEL) is not new to South Asia; many of its practices have long existed within families, communities, schools and cultural traditions. South Asia should be recognized not only as a site of implementation but also as a source of educational knowledge, theory, and alternative understandings of human development.
Understandings of well-being, agency, and flourishing is shaped by culture, history, relationships, and local realities rather than universal definitions.
Debates about SEL ultimately point to a deeper question: what is the purpose of education, and what kinds of human beings and communities should educational systems seek to cultivate?

Original language	English
Journal	Salzburg Global
Publication status	Published - 11 Aug 2026

Cite this

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abstract = "Key takeaways Social and Emotional Learning (SEL) is not new to South Asia; many of its practices have long existed within families, communities, schools and cultural traditions. South Asia should be recognized not only as a site of implementation but also as a source of educational knowledge, theory, and alternative understandings of human development. Understandings of well-being, agency, and flourishing is shaped by culture, history, relationships, and local realities rather than universal definitions. Debates about SEL ultimately point to a deeper question: what is the purpose of education, and what kinds of human beings and communities should educational systems seek to cultivate? ",

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AU - Shrestha, Bhawana

AU - Dissanayake, Manjula

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AB - Key takeaways Social and Emotional Learning (SEL) is not new to South Asia; many of its practices have long existed within families, communities, schools and cultural traditions. South Asia should be recognized not only as a site of implementation but also as a source of educational knowledge, theory, and alternative understandings of human development. Understandings of well-being, agency, and flourishing is shaped by culture, history, relationships, and local realities rather than universal definitions. Debates about SEL ultimately point to a deeper question: what is the purpose of education, and what kinds of human beings and communities should educational systems seek to cultivate?

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