La Lucia April 2025

Social-Emotional Learning Activities for Kids and Teens Social-emotional learning (SEL) plays a vital role in preparing young people not only for academic success but also for their broader participation in society. It equips children and teens with the ability to understand and manage emotions, build meaningful relationships, and make considered decisions. At Crawford International, SEL is embedded throughout the educational journey, ensuring students develop the emotional resilience and interpersonal awareness required in an increasingly complex and connected world. What is Social-Emotional Learning? Social-emotional learning refers to the structured process by which individuals acquire the competencies to manage emotions, establish positive relationships, and make responsible decisions (CASEL, 2020). SEL extends across five interrelated domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These are not peripheral skills; they are foundational to academic achievement, mental health, and social inclusion. In the South African context, where learners often contend with socio-economic adversity, SEL provides a stabilising framework that supports wellbeing and academic performance (Department of Basic Education, 2022). SEL contributes to reducing behavioural challenges, enhancing classroom engagement, and promoting long-term societal participation. Why is SEL Important for Children and Teens? The importance of social-emotional intelligence in youth development is widely recognised. Research conducted in both global and South African settings confirms that SEL supports academic outcomes, reduces anxiety, and fosters inclusive school climates (OECD, 2021; Burton & Mutongwizo, 2009). In environments marked by inequality or trauma, such as those experienced in various South African communities, SEL becomes even more significant. Crawford International’s integration of SEL ensures that students receive continuous support through tailored programmes, school counselling, and age-appropriate classroom strategies. These initiatives are aligned with global best practices while remaining responsive to local realities. Activities for Developing Self-Awareness Self-awareness involves recognising one’s emotions, values, strengths, and limitations. It is the foundation of emotional regulation and decision-making. Structured activities to build self-awareness include: Emotion Journals: Students record emotional experiences and reflect on the causes and impacts of their emotions. This encourages introspection and enhances emotional vocabulary. Personal Values Mapping: Students identify their core values and consider how this influences their daily choices. Identity Projects: Activities like ‘Who am I?’ collages or narrative essays help learners articulate their self-concept and cultural identity. These practices are embedded in various learning experiences, with Pre-Primary students engaging through play and expression, and College students reflecting through guided writing and dialogue. Activities for Improving Self-Management Self-management refers to the ability to regulate emotions, thoughts, and behaviours in different situations. It includes managing stress, motivating oneself, and exercising self-discipline. Key activities for self-management include: Mindfulness and Breathing Exercises: These are introduced through brief, consistent practices to help students build emotional regulation and mental clarity. SMART Goal Setting: Students learn to set specific, measurable, attainable, relevant, and time-bound goals, cultivating ownership of their personal growth. De-escalation Techniques: Particularly for younger students, role-play and visual aids are used to practise calming responses to frustration or anger. At Crawford, these skills are reinforced through routine, classroom culture, and teacher modelling. Support staff and counsellors also play a critical role in helping students apply these techniques in real-time contexts. SEL Activities Across Developmental Phases SEL must be adapted according to developmental readiness at home and at school. Pre-Primary age students: Emotion cards to identify and label feelings Cooperative games to build empathy and turn-taking Storytime discussions to explore social interactions and moral reasoning Preparatory age students: Role-play scenarios involving conflict resolution or ethical dilemmas Emotion charts and reflection logs to promote self-awareness Class agreements to co-create respectful learning environments College age students: Peer mentoring programmes that promote relational support Guided group discussions on digital citizenship, social pressure, and emotional wellbeing Digital wellbeing curriculum addressing boundaries, screen time, and online interaction Incorporating e-learning tools, including AI-powered platforms, has allowed SEL at Crawford to become more data-informed. Behavioural trends can be monitored through digital feedback systems, enabling early interventions and personalised support strategies.  Social-emotional learning is not a peripheral aspect of education; it is an essential framework for fostering emotionally intelligent, ethically grounded, and socially capable individuals. In South Africa, where students often navigate complex social environments, SEL offers a stabilising influence that supports equity and inclusion. At Crawford International, we champion an approach to education that integrates academic rigour with social-emotional insight. Through carefully designed activities across all phases, supported by EdTech, Trulife and experienced teachers, we cultivate not only capable students but compassionate citizens.

A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy  Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”

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ALUMNI SPOTLIGHT: DYLAN BIZJAK Crawford International Sandton From the classrooms of Crawford International Sandton to the forefront of aeronautical engineering in the Netherlands, Dylan Bizjak’s journey is one of ambition, resilience and innovation . Pursuing a Passion for Engineering After matriculating in 2019, Dylan initially pursued Aeronautical Engineering at Wits University. However, six months into his studies, a new opportunity emerged, one that would take him beyond South Africa’s borders. He secured a place at Inholland University of Applied Sciences in Delft, Netherlands, where he embraced the challenge of international study, even navigating his first year remotely due to the pandemic. Now a graduate with a BSc in Aeronautical Engineering (2024), Dylan has stepped into the professional world, joining Eve Reverse, a pioneering start-up dedicated to climate-positive innovation. What began as an internship in his final year evolved into a full-time role as a Research and Development Engineer, where he contributes to the creation of sustainable, carbon-negative materials. His proudest achievement? Playing a key role in the development of the Eve Dry Tile, an innovative flax fibre material designed to reduce emissions and waste in manufacturing. Achievements at Crawford International Sandton Gareth Beach Award (2019) – Recognised for bravery, dedication, self-development and outstanding achievement in swimming. Sportsman of the Year (2019) – Acknowledged for excellence in swimming, basketball and boxing.  Reflections on Crawford Dylan credits his time at Crawford for preparing him for both academic and personal success on the global stage. “Crawford’s approach equips you for university and beyond, whether in South Africa or internationally. It’s not just about academics but about becoming a well-rounded critical thinker and team player. Exposure to diverse cultures, teamwork, individuality and taking responsibility for my outcomes were invaluable lessons I carried with me.” Words of Wisdom To his younger self, Dylan would say: “Step out of your comfort zone sooner. Growth happens when you challenge yourself. Leaving home was tough, but the personal and professional growth was worth every stumble along the way.” Dylan’s story is a testament to courage, hard work and the power of embracing the unknown. From South Africa to the Netherlands, he is proving that the sky isn’t the limit, it is just the beginning.

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