Playing With Differences: Social-Emotional Learning to Reduce Bullying and Promote Inclusivity

Introduction

In 2015, all the United Nations member states adopted the 2030 Agenda for Sustainable Development. Among the 17 goals adopted, the Sustainable Development Goals (SDGs) four, eight, nine, eleven, and sixteen highlight the need for inclusivity in education, economic opportunities, housing, transport, and decision-making at all levels (United Nations [UN], 2015). They stress that opportunities for growth and development in the world should not be restricted to only certain people due to a lack of accessibility and adequate resources for others to participate. It advocated a conscious effort to promote inclusivity when designing and developing educational or economic opportunities. It is important to stress that it is not diversity or the mere presence of people with different skill levels but the inclusion of all individuals through active participation at the core of these goals (Berlach & Chambers, 2011).

The SDGs also specify the need to promote non-violence, safety, and peace at all levels of education, employment, and living (UN, 2015). It is not only the material resources and infrastructure that are key to promoting inclusivity but also the interpersonal interactions and community environments that play a role. If an individual is part of a classroom or workplace but does not have the opportunity to interact and participate with their peers or does not feel recognized and valued for their contribution, it does not reflect inclusivity. Additionally, it is not the sole responsibility of any single individual to promote inclusivity. From those who design these opportunities to the peer-level communities, all individuals play a part. At the top, individuals need to consider whether equal opportunities exist and are equally accessible to all. The individuals at the next level need to review their biases or prejudices against certain groups, which could restrict their engagement with the available opportunities. Finally, those at the peer level can examine their interactions with each other to identify any exclusionary actions they engage in. As a community, all individuals can develop, promote, and maintain a peaceful and healthy, inclusive environment (Berlach & Chambers, 2011).

Education is a platform for individuals to learn, grow, and succeed as important members of the community. Schools being the founding stages for education, it is here that children learn through trial-and-error, take part in different social and academic groups, and explore their talents. They learn about their strengths and challenges, likes and dislikes, dream about their future, and even work towards it. Education environments should enable children to support, cooperate, and enhance each other's learning experiences by building on their differences. However, what if a child has to leave or drop out of this wonderful, exciting journey before time? What if a child feels they do not ‘fit in’ because of how they look, speak, behave, or perform academically? What if the child is bullied, targeted, and discriminated against by their peers?

Social-emotional learning (SEL) is an essential strategy to support the holistic development of all learners. Research has indicated that social-emotional learning concepts closely overlap with the Index of Inclusion, focusing on improving the children's learning environment and empowering learners with different social and emotional needs (Reicher, 2010). Further, play, a flexible, child-centered, and participatory learning strategy, successfully promotes SEL and inclusive classroom education. It is not only a child’s first choice for interaction but enables learners to be enthusiastic and motivated to learn (Lenakakis et al., 2018). In the present chapter, the authors review existing literature on bullying as an obstacle to inclusivity and highlight how ‘play’ as a social-emotional learning strategy can regulate the same. It shall enable key stakeholders, including the school management, administration, teachers, and parents, to understand the importance of play in promoting inclusivity and improving children's learning experiences.