Read the NISSEM Global Briefs

The NISSEM global briefs are a collection of peer-reviewed essays from over 60 contributors with standing within the field of education. At the junction of SDG Target 4.7, SEL, and education in post conflict and low-resource settings, the NISSEM global briefs are a key resource for current research and practice.

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Find individual briefs by author below:

1. Aaron Benavot: The past and future of SDG Target 4.7

2. Nihan Köseleci: How are topics under Target 4.7 included in textbooks? A global perspective

3. Seungah Lee & Patricia Bromley: Educating young people towards sustainable development and a more inclusive, global society?

4. Yoko Mochizuki: Rethinking schooling for the 21st century: The state of Education for Peace, Sustainable Development and Global Citizenship in Asia

5. Sugata Sumida: How Japan interprets Education for Sustainable Development and social and emotional learning

6. Ulrike Hanemann: How are Target 4.7 themes and related issues addressed in non-formal and youth and adult education from a lifelong learning perspective?

7. Matthew Jukes: Contextualizing the goals of social and emotional learning curricula and materials

8. Elizabeth Randolph, Lauren Edwards & Julianne Norman: The central role of school culture and climate in fostering social and emotional learning: Evidence from Malawi and Uganda

9. Jisun Jeong: Researching cultural nuances and values for contextually and culturally relevant social and emotional learning in Ghana: Methodological and conceptual challenges

10. Sara Clarke-Habibi: Adolescent social and emotional learning in contexts of conflict, fragility and peacebuilding

11. Elizabeth Randolph, Geri Burkholder & Hosea Katende: The Journeys approach to building a safe, inclusive and positive school and fostering social and emotional learning

12. Rachel Snape: Connecting with the education eco-system for societal transformation

13. Mary Helen Immordino-Yang: Integrating neuroscientific and educational research: How an interdisciplinary and holistic science of human development can inform the SEL agenda and classroom practice

14. Alya Al Sager, Rana Dajani & Dima Amso: Cognitive development mechanisms underlying socioemotional learning

15. S. Garnett Russell & Danielle Falk: Teaching about citizenship, human rights and gender in post-conflict contexts: The case of Rwanda

16. Karen Murphy, Sean Pettis & Dylan Wray: The citizen within: Supporting teachers to develop their own civic capacity and the development of young democratic citizens

17. Katherine Pedersen Blanchard, Heidi Gibson & Carol O’Donnell: Understanding yourself as a foundation for exploring the world

18. T.A. Mieke Lopes Cardozo, Mario Novelli & Alan Smith: Textbook content as a symptom of deeper struggles: A ‘4 Rs’ framework to analyze education in conflict-affected situations

19. Bethany Mulimbi: Constructing national identity in the midst of ethnic diversity in Botswana’s junior secondary schools

20. Alexandra Lewis: Linking teacher training to effective delivery of curriculum reform: Why listening to teachers is key to achieving progress toward SDG 4 in Somaliland

21. Beza Tesfaye, Topher McDougal, Beth Maclin & Andy Blum: If youth are given the chance’: Effects of education and civic engagement on Somali youth support of political violence

22. Poonam Batra: Redesigning school texts to develop democratic and socially responsive citizens

23. Bassel Akar & Nayla Hamadeh: Teachers’ humility, openness and moral responsibility: An emerging theory of change for history education reform

24. Andy Smart: Refining primary social studies textbooks for behavior change in Bangladesh

25. Vikki Pendry: Social and emotional learning as a theme and cross-cutting issue for quality education in the new curriculum for South Sudan

26. John Rutayisire: Challenges of addressing SDG target 4.7 themes and the role of textbooks in promoting social and emotional learning in post-conflict countries: The Rwandan experience

27. Katarina Popović: Emerging citizens in functional basic education for adults

28. Susan Hirsch-Ayari, Agatha van Ginkel & Muhib ur Rahman Muhib: Field notes: Social and emotional learning in USAID’s Afghan Children Read project

29. Mary-Jo Land & Seddiq Weera: Building peace capacity through stories for children and youth in Afghanistan

30. Eva Kozma: Literacy learning for peaceful communication: The USAID-funded QITABI project in Lebanon

31. Bijal Vachharajani and Yamini Vijayan: Alt Shift Change: How Pratham Books is exploring social and emotional learning in picture books

32. Jean Bernard: How to actively engage young children in reading the word and the world

33. Paul Frank: Bloom: Putting the power of stories into the hands of local authors

34. Rana Dajani: What is the secret sauce? The story of the We Love Reading program

35. Esther Care: Working towards a common framework for assessing 21st-century skills

36. OECD: The OECD study on social and emotional skills

37. Silvia Diazgranados Ferráns, Jamie Weiss-Yagoda & Carly Tubbs Dolan: Measuring social-emotional learning outcomes for children in crisis: An education in emergencies open-source measurement library

38. Nikhit D’Sa: Adopt, contextualize, or adapt? Understanding the complexities of modifying or developing a measure of children’s social and emotional competencies

39. Colette Chabbott: Institutionalizing children’s right to education: Getting organized

40. Atif Rizvi & Ayla Bonfiglio: Narrating our violent pasts in curricula and textbooks

41. Jennifer Batton: The global to local impact of networks for social emotional learning, peace, and conflict resolution education

42. Tina Robiolle: Promotion and implementation of Global Citizenship Education in crisis situations