Experiences of Lower Elementary School Teachers in Implementing the Think Equal Program
(A Qualitative Study in Social-Emotional Learning (SEL) in UNRWA Schools in Palestine)
DOI:
https://doi.org/10.33193/IJoHSS.72.2026.942Keywords:
Think Equal Program, Social and Emotional Learning (SEL), UNRWA Schools in PalestineAbstract
This study aimed to explore the experiences of lower basic stage teachers in implementing the Think Equal program: a qualitative study within the framework of Social and Emotional Learning (SEL) in UNRWA schools in Palestine. The researchers adopted a phenomenological qualitative approach. The study population consisted of all lower basic stage teachers in UNRWA schools in Palestine, totaling 470 teachers according to the UNRWA statistical bulletin for the academic year (2025–2026). A purposive sample of 15 teachers was selected. Data were collected using interviews, and the study instrument consisted of 4 questions. The findings revealed that the Think Equal program effectively contributed to the development of students’ social and emotional learning (SEL) skills. It helped students recognize and express their emotions and regulate their behavior more effectively. It also enhanced values such as empathy, cooperation, and positive communication within the classroom. Furthermore, the results indicated that the program improved classroom interaction and created a safe and supportive learning environment, which increased students’ participation and engagement in learning activities, while reducing negative behaviors such as violence and bullying. The findings also showed that teachers adopted more flexible and human-centered pedagogical practices, shifting from a purely academic focus to supporting students’ emotional and psychological needs, while integrating SEL strategies across different subjects. However, the study identified several challenges, including the limited cultural relevance of some stories and activities to the Palestinian context, time constraints, and classroom overcrowding.
References
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20. Hadley ,E, Berganza, M, Santos, H., Cabra, & Vélez, L. ( 2024 ). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program's Implementation in Colombia. Early Childhood Education Journal, 52(6):1135–1148.
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23. Hua, L., Zhang, Z., & Wang, H. (2025). How social–emotional learning promotes reading
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29. Mahoney, J , Ausdal, K, Domitrovich,C. (2024). A systemic approach to integrating social emotional and academic development: Implications for practice and policy. Educational Researcher, 53(3), 123-135. https://psycnet.apa.org/buy/2020-74076-001
30. Manchanda, S., Ballard, A., Golshirazi, M., Morales, S., & Ramos, N. (2025). Advancing Equity Through Transformative SEL: Insights from Preservice Secondary STEM Teachers. Education Sciences, 15(12), 1583. https://doi.org/10.3390/educsci15121583
31. Mao, Y. (2017). Intercoder reliability techniques: holsti method. In The sage encyclopedia of communication research methods, SAGE Publications, Inc, 4:741-743.
32. https://doi.org/10.4135/9781483381411.n273.
33. Massa, A. (2022). Evaluation of the think equal programme across multiple contexts. Think Equal Foundation.https://thinkequal.org/wp-content/uploads/2022/05/TE-Impact-Studies- Summary-2020.pdf.
34. McCarthy, M. F., Herskowitz, E. A., Barnes, S. P., Ng, Z. J., Ha, C., & Cipriano, C. (2025). Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study of SEL stakeholders. Social and Emotional Learning: Research, Practice, and Policy, 100170. https://doi.org/10.1016/j.sel.2025.100170
35. McKown, C., Russo‐Ponsaran, N., & Karls, A. (2023). Web‐based assessment of social and emotional competence in the late elementary grades. Social Development, 32(1), 73-97.
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37. Meskill, C., Guo, D., Wang, F., & Ramos, R. L. M. (2024). Qualitative online interviews: Voices of applied linguistics researchers. Research Methods in Applied Linguistics, 3(3), 100130. https://doi.org/10.1016/j.rmal.2024.100130.
38. Mukhemar, R., Affouneh, S., & Burgos, D. (2025). Technology-enabled social-emotional learning for university educators: A systematic review. Frontiers in Education, 10, 1655634. https://doi.org/10.3389/feduc.2025.1655634.
39. National University. (2022). What is Social Emotional Learning (SEL): Why ItMatters. Retrieved April 26, 2025 at 5:00 PM. https://www.nu.edu/blog/social-emotional-learning- sel-why-it-matters-for-educators.
40. Näslund-Hadley, E., Mateo-Berganza, M., Santos, H. et al. (2024). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Early Childhood Educ J 52, 1135–1148.
41. https://doi.org/10.1007/s10643-023-01503-w.
42. Rivers, S. E., & Bertoli, M. C. (2024). Using games to ignite teens’ civic and social and emotional learning. Frontiers in Education, 9, 1322721. https://doi.org/10.3389/feduc.2024.1322721.
43. School Mental Health Study. (2025). A qualitative exploration of contextual factors within schools impacting emotional wellbeing. School Mental Health, 17, 486–494.
44. SEL Research, Practice, and Policy. (2026). Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study.
45. https://doi.org/10.1016/j.sel.2025.100170.
46. Sindiani, M., Schroeder, H. B., & Dunsky, A. (2025). Social-emotional learning in physical education classes at elementary schools. Frontiers in Psychology, 16, 1499240.
47. https://doi.org/10.3389/fpsyg.2025.1499240.
48. Talvio, M., & Vuorinen, J. (2026). Enhancing Social and Emotional Learning: Insights from Student Teacher Reflections in the UAE and Finland. BehavioralSciences, 16(1),88.
49. https://doi.org/10.3390/bs16010088
50. Think Equal (2019) Program Implementation guide. Think Equal Organization.
51. https://thinkequal.org/wp-content/uploads/sites/4/2019/04/THINK-EQUAL-Early-Years- Framework-Summary-updated-2019.pdf
52. Zhao, Y., & Sang, B. (2025). The Effect of Social–Emotional Learning Programs on Elementary and Middle School Students’ Academic Achievement: A Meta-Analytic Review. Behavioral Sciences, 15(11), 1527. https://doi.org/10.3390/bs15111527.
2. الجابري، أحمد؛ الكريم، راشد. (2024). تصورات معلمي اللغة الإنجليزية بالمرحلة المتوسطة عن التعلم الاجتماعي العاطفي، المجلة العربية للعلوم التربوية والنفسية، 8(36): 71-94.
3. السامرائي، مهدي. (2021). الذكاء الاجتماعي. عمان، الاردن: دار اليازوري العلمية للنشر والتوزيع .
4. جودت عزت عبد الهادى. (2007). نظريات التعلم وتطبيقاتها التربوية. عمان: الدار العلمية الدولية ودار الثقافة للنشر والتوزيع.
5. خوري، نسرين بشير، و أبو غزال، معاوية محمود. (2025). أثر برنامج تدريبي مستند إلى التعلم الاجتماعي العاطفي والفاعلية الذاتية التدريسية لدى معلمي المرحلة الابتدائية داخل الخط الأخضر. المجلة التربوية الأردنية، 10:523-547.
6. Afyare, A. (2024). The Effects of Social and Emotional Learning on Student Well-being. International Journal of Environmental Sciences. (11):4485-4505. https://theaspd.com/index.php/ijes/article/view/8022.
7. Aqtam, I., Ayed, A., Alfuqaha, O. A., & Shouli, M. (2025). Stress and resilience of nursing students in clinical training during political violence: A Palestinian perspective. PLoS ONE, 20(6), e0304757. https://doi.org/10.1371/journal.pone.0304757.
8. Bailey, C. (2020). Think Equal early years programme: Evaluation report (USA preschool implementation). Yale University, Yale Center for Emotional Intelligence. https://thinkequal.org/wp-content/uploads/2022/05/TE-Impact-Studies-Summary- 2020.pdf.
9. Brandão de Souza, C., & Jacomuzzi, A. C. (2025). The role of university professors emotional competencies in students’ academic and psychological well-being: A systematic review. Education Sciences, 15(7), 882. https://doi.org/10.3390/educsci15070882.
10. Brill, K., McGuinness, C., & Nordstokke, D. (2025). Relations between a social emotional learning (SEL) program and changes in resilience, self-esteem, and psychological flourishing in a youth sample. Discover Mental Health, 5(1), 43. https://doi.org/10.1007/s44192-025- 00173-x
11. CASEL (2025). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Collaborative for Academic, Social, and Emotional Learning. Retrieved April 1, 2026, from https://casel.org/safe-and-sound-guide-to-sel- programs/?view=1.
12. Chen, J. J. (2024). An integrated approach to social and emotional teaching (SET): A qualitative study of the beliefs and practices of preschool teachers in the United States. Early Childhood Education Journal, 54, 175–191. doi:10.1007/s10643-024-01803-9.
13. Cong-Lem, N. (2023). Emotion and its relation to cognition from Vygotsky’s perspective. European Journal of Psychology of Education, 38(2), 865–880. https://doi.org/10.1007/s10212-022-00624-x.
14. DiPerna, J. C., Hart, S. C., Lei, P.-W., Sun, T., Zhao, H., Husmann, K., & Li, X. (2026). Examining the effectiveness of a universal social–emotional learning program in second-grade classrooms. School Psychology, 41(1), 41–53. https://doi.org/10.1037/spq0000704.
15. Emmett, S., Reeder, L., Turville, C., Schneider, K., & Bailey, C. (2021). Australian Randomised Control Trial: Think Equal Early Childhood Program. Federation University Australia & Yale University, Yale Center for Emotional Intelligence. https://thinkequal.org/wp- content/uploads/2022/06/Yale-Australian-RCT-2021.pdf
16. Eriksen, E. V., Tharaldsen, K. B., & Bru, E. (2025). Social–emotional learning and academic engagement: A qualitative study among lower secondary school students. International Journal of School & Educational Psychology, 13(4), 294–306.
17. https://doi.org/10.1080/21683603.2025.2546301.
18. Frazier, T., Rosenstein, S., Elkoin, O., Marushchenko, O., & Rudzynska, N. (2025). Voices of teachers: A qualitative analysis of the feasibility and perceptions of SEE learning. Conflict and Health, 19(47). https://doi.org/10.1186/s13031-025-00688-8.
19. Ha, N., Byun, S., Lang, S., & Jeon, L. (2025). Qualitative study on social-emotional learning for teachers (SELF-T). European Early Childhood Education Research Journal, 33(4), 727– 741. https://doi.org/10.1080/1350293X.2024.2425947.
20. Hadley ,E, Berganza, M, Santos, H., Cabra, & Vélez, L. ( 2024 ). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program's Implementation in Colombia. Early Childhood Education Journal, 52(6):1135–1148.
21. https://doi.org/10.1007/s10643-023-01503-w
22. Hövel, D. C., Röösli, P., Jurkic, A., Nideröst, M., Link, P.-C., & Sticca, F. (2025). Social- Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project. Behavioral Sciences, 15(11), 1511. https://doi.org/10.3390/bs15111511.
23. Hua, L., Zhang, Z., & Wang, H. (2025). How social–emotional learning promotes reading
24. achievement? A systematic review of mechanisms and instructional design. Frontiers in Psychology, 16, 1631429. https://doi.org/10.3389/fpsyg.2025.1631429.
25. Kim, E. K., Allen, J. P., & Jimerson, S. R. (2024). Supporting student social emotional learning and development. School Psychology Review, 53(3), 201–207.
26. https://doi.org/10.1080/2372966X.2024.2346443
27. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
28. Lumgair, H. (2019). Think Equal early years programme: Framework summary. Think Equal. Edited and revised by Paulson, ALondon, UK: Think Equal. https://thinkequal.org/wp-content/uploads/sites/4/2019/04/THINK-EQUAL-Early- Years-Framework-Summary-updated-2019.pdf
29. Mahoney, J , Ausdal, K, Domitrovich,C. (2024). A systemic approach to integrating social emotional and academic development: Implications for practice and policy. Educational Researcher, 53(3), 123-135. https://psycnet.apa.org/buy/2020-74076-001
30. Manchanda, S., Ballard, A., Golshirazi, M., Morales, S., & Ramos, N. (2025). Advancing Equity Through Transformative SEL: Insights from Preservice Secondary STEM Teachers. Education Sciences, 15(12), 1583. https://doi.org/10.3390/educsci15121583
31. Mao, Y. (2017). Intercoder reliability techniques: holsti method. In The sage encyclopedia of communication research methods, SAGE Publications, Inc, 4:741-743.
32. https://doi.org/10.4135/9781483381411.n273.
33. Massa, A. (2022). Evaluation of the think equal programme across multiple contexts. Think Equal Foundation.https://thinkequal.org/wp-content/uploads/2022/05/TE-Impact-Studies- Summary-2020.pdf.
34. McCarthy, M. F., Herskowitz, E. A., Barnes, S. P., Ng, Z. J., Ha, C., & Cipriano, C. (2025). Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study of SEL stakeholders. Social and Emotional Learning: Research, Practice, and Policy, 100170. https://doi.org/10.1016/j.sel.2025.100170
35. McKown, C., Russo‐Ponsaran, N., & Karls, A. (2023). Web‐based assessment of social and emotional competence in the late elementary grades. Social Development, 32(1), 73-97.
36. https://doi.org/10.1111/sode.12641
37. Meskill, C., Guo, D., Wang, F., & Ramos, R. L. M. (2024). Qualitative online interviews: Voices of applied linguistics researchers. Research Methods in Applied Linguistics, 3(3), 100130. https://doi.org/10.1016/j.rmal.2024.100130.
38. Mukhemar, R., Affouneh, S., & Burgos, D. (2025). Technology-enabled social-emotional learning for university educators: A systematic review. Frontiers in Education, 10, 1655634. https://doi.org/10.3389/feduc.2025.1655634.
39. National University. (2022). What is Social Emotional Learning (SEL): Why ItMatters. Retrieved April 26, 2025 at 5:00 PM. https://www.nu.edu/blog/social-emotional-learning- sel-why-it-matters-for-educators.
40. Näslund-Hadley, E., Mateo-Berganza, M., Santos, H. et al. (2024). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Early Childhood Educ J 52, 1135–1148.
41. https://doi.org/10.1007/s10643-023-01503-w.
42. Rivers, S. E., & Bertoli, M. C. (2024). Using games to ignite teens’ civic and social and emotional learning. Frontiers in Education, 9, 1322721. https://doi.org/10.3389/feduc.2024.1322721.
43. School Mental Health Study. (2025). A qualitative exploration of contextual factors within schools impacting emotional wellbeing. School Mental Health, 17, 486–494.
44. SEL Research, Practice, and Policy. (2026). Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study.
45. https://doi.org/10.1016/j.sel.2025.100170.
46. Sindiani, M., Schroeder, H. B., & Dunsky, A. (2025). Social-emotional learning in physical education classes at elementary schools. Frontiers in Psychology, 16, 1499240.
47. https://doi.org/10.3389/fpsyg.2025.1499240.
48. Talvio, M., & Vuorinen, J. (2026). Enhancing Social and Emotional Learning: Insights from Student Teacher Reflections in the UAE and Finland. BehavioralSciences, 16(1),88.
49. https://doi.org/10.3390/bs16010088
50. Think Equal (2019) Program Implementation guide. Think Equal Organization.
51. https://thinkequal.org/wp-content/uploads/sites/4/2019/04/THINK-EQUAL-Early-Years- Framework-Summary-updated-2019.pdf
52. Zhao, Y., & Sang, B. (2025). The Effect of Social–Emotional Learning Programs on Elementary and Middle School Students’ Academic Achievement: A Meta-Analytic Review. Behavioral Sciences, 15(11), 1527. https://doi.org/10.3390/bs15111527.
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2026-06-25
How to Cite
Dr. Ahmad Nada, Dr. Sabreen Mutawa, & Dr. Alia Al-Asali. (2026). Experiences of Lower Elementary School Teachers in Implementing the Think Equal Program: (A Qualitative Study in Social-Emotional Learning (SEL) in UNRWA Schools in Palestine). International Journal on Humanities and Social Sciences, (72), 61–82. https://doi.org/10.33193/IJoHSS.72.2026.942
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