Teachers' perspectives on social-emotional learning, mindfulness, and academic readiness in lebanese early primary classrooms: A qualitative study

The integration of Social and Emotional Learning (SEL) and mindfulness in education is progressively gaining attention due to its capacity for providing students with emotional regulation, emotional wellbeing, and academic development, which are not traditionally measured in academic metrics. The purpose of this qualitative study was to gain a deeper understanding of how SEL and mindfulness practices are perceived and understood by Grade 1 & 2 teachers in Lebanon and to understand how it affects the outcomes associated with foundational literacy and numeracy. Thematic analysis according to Braun and Clarke’s framework was used to analyze the semi-structured interviews conducted with eight teachers. The analysis revealed four key themes: (1) Emotional Regulation and Readiness as Foundations for Learning, (2) Focus, Attention, and Engagement in the Classroom, (3) SEL as a Foundational Enabler of Academic Readiness, and (4) Contextual and Institutional Challenges to SEL Implementation in Lebanon. The results suggest that teachers view SEL and mindfulness as intertwined with academic learning, often relating to students' emotional preparedness for learning, attentiveness, and engagement in the classroom as well as developing basic literacy and numeracy skills. However, teacher experiences also show that there are also some strong contextual and institutional constraints, such as economic factors, inadequate resources, inadequate government and regulatory development and support. The conceptual contribution of this study lies in demonstrating that teachers’ meaning making around SEL and mindfulness is also influenced by other socio-economic and institutional processes that are not only inherent in the classroom but also in the wider educational environment of Lebanon. These results highlight the need to identify teachers as significant interpreters and mediators of SEL and mindfulness implementation and to enhance the school system's capacity to sustain teachers' involvement in SEL implementation in early primary grades in Lebanon.