Students Equipped with Socio-Emotional Competencies from Young

We agree with Ms Huang Jin Hua that it is important to equip our students with knowledge and skills to support their social and emotional well-being ("学校没有教的课", Jun 19).

Schools are committed to developing our students holistically, including strengthening their resilience and socio-emotional competencies. To this end, the Ministry of Education (MOE) has introduced mental health education lessons under the Character and Citizenship Education curriculum for all primary to pre-university students.

In these lessons, teachers cultivate mindsets and skills that teach students to be resilient in the face of challenges. Students learn about healthy mindsets, habits and skills to strengthen their mental well-being, manage their emotions, develop positive relationships, and have empathy for others. For instance, from Primary 1, students learn about emotions and how to regulate them. As they get older, they learn about having a positive mindset towards new experiences and strategies to manage stress and expectations. Students are also taught how to recognise signs of distress and seek help when needed. Such skills are reinforced beyond the classroom through authentic learning opportunities such as co-curricular activities, learning journeys, and outdoor adventure learning camps which also contribute to their overall development.

Peer support structures have been established in schools, where students are trained to look out for one another's well-being, support their peers who show signs of emotional distress and encourage them to seek help from counsellors or teachers, if the need arises. Teachers are trained to identify signs of distress in students and provide guidance and support, while school counsellors support students who need more help.

Parents are their children's first teachers. They also play a crucial role in guiding their children to manage their emotions, develop resilience and navigate life's challenges through daily interactions and giving their children care and attention.

MOE will continue to strengthen mental health education and the ecosystem of support in schools, and work with parents and the community to build our students' resilience.

Ms Loh Wee Cheng
Divisional Director, Student Development Curriculum Division 1
Ministry of Education

从小培养学生具备社会情感能力

谨答复《联合早报·交流站》于6月19日刊登的黄金花读者投函《学校没有教的课》：

我们赞同黄女士的观点，即让学生掌握支持他们的社交和情感健康的知识和技能至关重要。

学校重视学生的全面发展，包括加强他们的韧性和社会情感能力。为此，教育部为所有小学到大学先修班学生制定的更新版"品格与公民教育"（Character and Citizenship Education）课程，引入心理健康教育。

在这些课程中，教师培养学生面对挑战时保持韧性的心态和技能。学生学习健康的心态、习惯和技能，以加强心理健康、管理情绪、建立积极的人际关系，并培养对他人的同理心。例如，从小学一年级开始，学生就学习何为情绪，以及如何调节情绪。随着年龄的增长，他们学会以积极的心态对待新的体验，以及掌握管理压力和期望的策略。学生也学习如何识别心理问题，并在需要时寻求帮助。通过课程辅助活动、学习之旅和户外探险学习营等真实的学习机会，这些技能在课堂之外得到加强，这也有助于学生的全面发展。

学校已建立同侪互助机制，学生接受培训以关注彼此的心理健康状况，支持受到情绪困扰的同伴，并在必要时鼓励他们寻求辅导员或教师的帮助。教师接受过培训，能够识别可能有情绪问题的学生，并提供指导和支持，而学校辅导员则为需要额外帮助的学生提供支持。

父母是孩子的启蒙老师。通过日常互动，以及对孩子的照顾和关爱，他们在指导孩子管理情绪、培养韧性，并应对人生挑战方面同样发挥着至关重要的作用。

教育部会继续加强学校的心理健康教育和互助生态系统，并与家长和社区合作，共同培养学生的抗压能力。

卢炜桢
教育部学生发展课程司（第一司）统筹司长