SEL in Action 2018-2021 – Program Description

Our SEL in Action project is aiming to join already existing but isolated SEL initiations and building on their experiences and best practices take social and emotional learning further ahead towards inclusion in public education.  SEL can play a vital role in classroom climate, how teachers build relationships with students and colleagues, how students build relationships with each other and how conflicts and disciplines are addressed. Inevitably, paying special attention to developing the students’ emotional intelligence and social skills in public education cannot be more timely as young people, families, teachers and schools grapple with new challenges and difficulties through bullying, cyber bullying, teen dating, abuse, racism, gender bias, food insecurity, aggressive communication, lack of meaningful social interactions and motivation, lack of realistic self- esteem and vision, problem solving dysfunctions, isolation, substance abuse and other social and emotional issues.

In the frame of our 34- week project (SiA) we work together with our international partners: Barnardo’s (UK, Belfast) and Forme (Italy, Palermo). In order to take SEL to the next level we elaborate adaptable SEL training methodology for schools (built on best practices in Europe and oversees) accompanied with teacher training program, we initiate university level teacher training specialization and plan to influence the national decision making process by backing the involvement of SEL into the school culture and curriculum in Italy and in Hungary.


The National KID Association, the project leader umbrella organization is going to realize the program with the participation of 5 member organizations: 

  • Sásd and its area Nonprofit Ltd., Pécs
  • Foundation for the Changing World, Szombathely
  • Centre-Point Youth Association, Szolnok
  • Disabled Relief Society Association, Salgótarján
  • Szociogramm Nonprofit Ltd., Debrecen


There are three big phases of the project with three big, but interrelated objectives. In the first phase of the project, we train the participant experts, youth workers and teachers about EQ and SEL. Also within this phase we adapt our UK partner’s methodology and best practices and elaborate a 14- week SEL training program applicable in schools.

In the second phase we test our elaborated 14- week SEL program with the participation of 6- 16 year- old students in elementary and secondary classes. We have 10 participating schools in Hungary as associated partners (each of our partner organisations is working in partnership with two local schools in Pécs, Szombathely, Szolnok, Salgótarján and Debrecen)  that take part in testing and developing our national SEL program. On top of this there are two additional schools as associated partners from Italy, Palermo. This means that on top of the participating experts we are preparing and training 20 Hungarian teachers and 2 Italian ones, who will deliver this SEL training in the participating schools. Also in this term we are accrediting our SEL further- education program for teachers.

In the third, closing phase we reach the important actors of teacher training in higher education. We would like to establish SEL into the teacher training curriculum in the Hungarian higher education faculties. We disseminate our program results, publish best practices and findings and articulate recommendations about SEL to the decision makers in Hungary and in Italy as well. We plan to close our three- year program with an international conference to raise the importance of social and emotional learning in the formal education and to share findings and the results of our 3- year Erasmus project.