Competing or complementary goals for primary education: social-emotional learning across the Nigerien education system

As interest in Social Emotional Learning (SEL) increases and expands across global contexts, the perspectives and interests of different actors across these contexts must be considered and used to inform understanding of SEL. This paper uses the implementation of SEL interventions in primary schools in conflict-affected Diffa, Niger to investigate perceptions and definitions of SEL across multiple stakeholders. Analysis of data from 58 semi-structured interviews with Ministry officials, NGOs, development partners, school inspectors, pedagogical advisers, school directors, teachers, and parents identified five different conceptualisations of SEL, varying by stakeholder. Themes related to conflict, trauma, psychosocial support, poverty, and religion emerged, illustrating different stakeholders’ priorities and concerns, and accordingly diverging interest in SEL and education more broadly.