Social resilience within a social and emotional learning framework: the perceptions of teachers in Greece

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Abstract
Given the link between social skills, problem solving and resilience, it could be a helpful way forward to link the construct of social resilience to the social and emotional learning (SEL) framework. This article first discusses core ideas of both constructs, and supports the integration of the social resiliency framework into a broader conceptualization of SEL. In the second part, studies of Greek teachers' perceptions of the skills and attributes of socially and emotionally competent students, as well as the role of school in the cultivation and promotion of these skills are presented. Teachers' emphasis on resilience as one of the key features of a competent child in conjunction with a number of social, emotional and cognitive skills provides empirical evidence for the adoption of a unified framework of resilience and social and emotional learning.

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