SERVICE-LEARNING AS A CONTEXT FOR SOCIAL AND EMOTIONAL LEARNING IN AN INDIAN MIDDLE SCHOOL

Abstract

The increasing recognition of social and emotional learning (SEL) has highlighted the need for pedagogical approaches that support students’ holistic development alongside academic learning. Service-learning has been identified as a promising experiential approach for fostering social and emotional competencies; however, empirical research examining its implementation in Indian middle school contexts remains limited. This qualitative case study explores students’ and educators’ experiences of integrating service-learning into the middle school curriculum as a method for fostering SEL. The study was conducted at a middle school in Karnataka, India, and employed a qualitative case study design. Data were collected through focus group discussions with ten Grade 7 students and a semi-structured interview with a service-learning facilitator. The data were analysed using thematic analysis to identify recurring patterns in participants’ experiences. The findings indicate that students initially experienced uncertainty when engaging in service-learning but gradually developed increased confidence, collaboration, emotional awareness, and a sense of responsibility through active participation and reflection. Collaborative activities provided opportunities for social interaction and shared learning, while reflective practices supported students’ awareness of emotions and experiences. Educators perceived service-learning as an engaging approach that enabled students to participate meaningfully beyond traditional classroom instruction. This study provides descriptive insights into how service-learning was experienced as a pedagogical approach for supporting social and emotional learning in an Indian middle school context. While the findings are not intended to be generalisable, they contribute contextually grounded evidence that may inform educators and schools seeking experiential approaches to support students’ social and emotional development.