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Using qualitative in-depth structured interviews and document review, the study engages 20 practitioners across regional NGOs and a donor government. Findings reveal tensions and challenges tied to culture and power, inconsistencies in defining SEL and delivery, siloed implementation, limited contextualization of Western SEL materials, and insufficient refugee involvement in design and delivery.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critically-examining-social-emotional-learning-with-refugees-in-east-africa-tensions-challenges-and-complex-dynamics/600364/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critically-examining-social-emotional-learning-with-refugees-in-east-africa-tensions-challenges-and-complex-dynamics/600364.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about SEL and refugees in East Africa?","Question",{"text":112,"@type":113},"It examines how EiE actors understand and implement SEL interventions for refugee communities, and what implications these interventions have.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The study used qualitative in-depth structured interviews and document review.",{"name":119,"@type":110,"acceptedAnswer":120},"What major challenges and tensions did the study identify?",{"text":121,"@type":113},"Key issues include inconsistent understandings of SEL and how it should be delivered, siloed and uncoordinated programming, limited contextualization of Western SEL materials, and limited refugee involvement in design and delivery.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600364,1792161704,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 25, Issue 2, Special Issue 2023  \nCritically Examining Social Emotional Learning with Refugees in East Africa: Tensions, Challenges, and  \nComplex Dynamics  \nKelsey A. Dalrymple  \nUniversity of Wisconsin-Madison, U.S.  \nSocial emotional learning (SEL) has become a popular trend in the field of Education in Emergencies (EiE). Many SEL programs targeting refugee learners aim to help individuals develop skills that are necessary for learning and development, as well as mitigate the adverse impacts of crisis and displacement. While nearly halfa billion USD has been invested in SEL initiatives for refugee and crisis contexts world-wide, little evidence exists about the impacts of SEL interventions with refugee communities. As 20% of all refugees globally reside in East Africa, and it is estimated that over 152 million African children live in active conflict zones, this study set out to qualitatively examine understandings, implementation, and implications of SEL interventions across actors engaging refugee communities in the region. The results expose tensions, challenges, and complex dynamics related to culture, power, and the complicated reality of implementing refugee education initiatives in East Africa. While further research into this area of inquiry is needed and proposed, these study findings provide a stronger understanding of the refugee education landscape in East Africa and its current insuffi ciencies through the example of SEL, and serve to inform other topical EiE interventions and the broader uptake of SEL by education systems globally.  \nKeywords: Socio Emotional Learning, East Africa, Education in Emergencies, crisis context, refugee.  \nIntroduction  \nHumanitarian crises significantly impact the educational opportunities and experiences of learners globally. Currently, an estimated 224 million crisis-affected school-age children require education support (ECW, 2023) . At the end of 2019, one fifth of the world’s crisis-affected children lived in Africa, and it was estimated that 152 million African children lived in active conflict zones (ACPF & AMC, 2019) . Studies have found that many refugee children and families affected by conflict and crisis suffer extreme trauma, live in inhumane conditions, and often become trapped in a cycle of displacement and poverty for years, and sometimes generations (Brown et al., 2017; Ferris, 2018) . Many of the world’s refugees living in protracted displacement come from Central and East Africa, with numerous individuals living in displacement for over 20 years (Devictor, 2019; Hyndman & Giles, 2019) .  \nSocial Emotional Learning (SEL) is currently positioned by Education in Emergency (EiE) practitioners as a key component of refugee education, as it is believed to help improve academic achievement and support psychosocial wellbeing, trauma-recovery, and resiliency for refugee teachers, students, and communities (INEE, 2018; UNESCO,  \n© 2023, Dalrymple. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4 . 0), which permits unrestricted use, distribution, and reproduction, provided the original author and source are credited. Current Issues in Comparative Education 25(2), 8-35 .  \nCritically Examining Social Emotional Learning with Refugees in East Africa: Tensions, Challenges, and Complex Dynamics  \n2019) . SEL is commonly understood, from a Western1 perspective, to be an educational approach that claims to help children develop the thinking, behavioral, and self-regulatory skills needed for learning (Jones & Doolittle, 2017) . Since 2018, nearly halfa billion USD has been invested in SEL initiatives for refugee and crisis-affected communities globally, with more pledged for the years to come (ECW, 2018; Renau, 2022) . However, little evidence exists about the understandings, implementation approaches, and implications of SEL across actors engaging refugee communities (Sullivan ","cbCaidD9v6Esq0Tq","https://ap.wps.com/l/cbCaidD9v6Esq0Tq","pdf",361105,28,"English","# Introduction\n## Social Emotional Learning in Education in Emergencies\n# Research Design and Data Collection\n## Research questions and study approach\n## Participants and study scope\n# Findings\n## Tensions, challenges, and complex dynamics\n## Cultural, power, and implementation realities","[{\"question\":\"What does the study investigate about SEL and refugees in East Africa?\",\"answer\":\"It examines how EiE actors understand and implement SEL interventions for refugee communities, and what implications these interventions have.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used qualitative in-depth structured interviews and document review.\"},{\"question\":\"What major challenges and tensions did the study identify?\",\"answer\":\"Key issues include inconsistent understandings of SEL and how it should be delivered, siloed and uncoordinated programming, limited contextualization of Western SEL materials, and limited refugee involvement in design and delivery.\"}]","Critically Examining Social Emotional Learning with Refugees in East Africa - Tensions, Challenges, and Complex Dynamics | PDF",1792090545,71]