Respondents to our survey shared similar views across an array of questions related to SEL and technology. In particular, both parents and teachers across all countries attached great importance to SEL and shared a positive view of the potential for technology to advance education and to promote social and emotional skills in particular. However, notable differences emerged across countries in the survey, mainly related to views about the perceived barriers to success and about the long-term benefits of promoting SEL. Finally, while we find commonalities across the technologies used in the classroom, we also find differences in the use of early-stage technologies across countries. Parents and teachers place high emphasis on teaching social and emotional skills. More than 90% of parents and teachers in China emphasize teaching children these skills. In the US, a similarly high number of parents (81%) and teachers (78%) emphasize SEL. Parents and teachers are mostly in alignment about the importance they place on these skills, except in the UK, where parents are substantially more likely than teachers to report placing more emphasis on social and emotional skills (70% of parents versus 56% of teachers). Meanwhile in Kenya, the majority of parents and teachers emphasize social and emotional skills, although they place the least emphasis here relative to other countries, with only 54% of parents and 51% of teachers emphasizing SEL. In addition, we find that parents and teachers share similar views about the potential of education technology. Those in China and the US were most enthusiastic about the potential of ed-tech, with parents and teachers deeming technology important for overall teaching and learning (90% of parents and 83% of teachers in China and 86% of parents and 82% of teachers in the US). Again, we found the largest discrepancy in Kenya: parents and teachers there were the least likely to be satisfied with technologies for learning, with only 65% and 59% of parents and teachers, respectively, seeing a role in learning for ed-tech. We find stark differences across countries in terms of how respondents perceive the long-term benefits of SEL. For example, survey respondents in the US and UK see academic preparation as the key benefit of fostering SEL: a majority of teachers in the US (64%) say teaching social and emotional skills will increase the likelihood of children graduating from high school, and parents in the US and the UK believe that SEL can increase the likelihood of a student going to college (79% and 65%, respectively). On the other hand, parents and teachers de-emphasize academics as a key benefit in South Korea and China. About three-quarters of parents and teachers in China believe SEL will have a major benefit on children’s likelihood of being happy as an adult (80% and 74%, respectively); the same belief applies to South Korea, where 85% of parents and 70% of teachers link SEL with happiness.

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