University of Hull

Dr Vickie Howard

Dr Vickie Howard, CPsychol, RNMH, QN, SFHEA, is the Deputy Program Director for the Mental Health and Wellbeing Practitioner Program (Specialist Adult Mental Health) at the University of Hull, UK. She has advanced research and scholarship in education through the study of online clinical supervision, implementing psychological case formulation and raising awareness of narcissistic abuse.

Social and emotional learning (SEL) has been identified as promoting lifelong learning rather than focusing solely on academic achievement. It recognises the importance of managing emotions, demonstrating empathy and building positive relationships. Within higher education, SEL has the potential to integrate core competencies including self-awareness, self-management, social awareness, relationship skills and responsible decision making.

As a general principle, these competencies are important attributes for university students across all disciplines. However, this article specifically considers why SEL should be an integral component of programmes that prepare students for the helping professions, including nursing, psychology, social work and mental health and wellbeing. This represents a crucial area of education in supporting students who are preparing for therapeutic professions, where empathy, resilience, social and emotional competence and the development of leadership capabilities are fundamental (World Economic Forum).

It could be assumed that SEL is automatically embedded within university programmes that prepare students to become therapeutic practitioners. However, is this necessarily the case and can it be demonstrated transparently? Rather than assuming that SEL is inherently addressed because of the therapeutic focus of a course or programme, there are several important considerations. These include recognising opportunities for reflection among both students and educators and considering whether collaborative critical discussion is actively facilitated.

“ Within higher education, SEL has the potential to integrate core competencies including self-awareness, selfmanagement, social awareness, relationship skills and responsible S decision making. “

Examples of incorporating purposeful reflection to support social and emotional development include the following. First, integrating small-group activities into taught sessions provides students with opportunities to reflect together before sharing key insights with the wider group and lecturer. Incorporating this pedagogical approach into curriculum design has the potential to strengthen students' personal engagement with the learning environment, enabling them to find greater personal meaning while fostering socioemotional development through collaboration with peers and educators.

Second, within blended and fully online higher education programmes, recognising that virtual learning environments can both support and hinder engagement can encourage a more strategic approach to curriculum design. One example is the inclusion of regular discussion board activities within the virtual learning environment. These provide opportunities for therapeutic interactions commonly encountered in clinical settings to be explored through discussion between students and educators. Such activities support problem solving, encourage resilience in the face of discomfort and help students navigate complex emotional situations. Discussion board etiquette and an ethical framework can also be co-constructed by students and educators before learning experiences are shared, promoting inclusivity, connectivity and psychological safety.

As health and social care, along with the psychological professions, continue to embrace technological advancement and artificial intelligence, maintaining SEL and humanisation as core priorities within higher education remains essential for both student wellbeing and the development of compassionate, empathetic practitioners. Recognising that humanisation values each individual's unique qualities and personal experiences also creates opportunities to consider how technology can complement these aims by supporting inclusive learning environments, encouraging engagement among underrepresented groups and strengthening participation and connection for part-time, mature and distance-learning students.