We advocate for SEL and Life Skills education that provides all the necessary skills for learning and life.
A Connected community
We facilitate a global community through an online platform and collaborative projects and international events.
We support schools and systems to implement real change by providing resources from the field of social emotional learning and life skills.
We provide access to and support for cutting-edge research communities exploring what works best and what might be next.
Karanga (Māori) - a call out in welcome
The need for a global alliance emerged from the Salzburg Global Seminar series: Education for Tomorrow’s World.
Educators, researchers and policy makers have come together from all over the globe to discuss the challenges and opportunities for the future of education.
In an equitable and thriving world, learners shouldn’t have to choose between being academically successful and being well. They will be both.
The Global Alliance advances the awareness, knowledge and understanding of skills for learning and life. It bridges the perceived divide between academic knowledge and social emotional skills.
Many organisations have defined a vision for 2030 to evolve teaching and learning in their classrooms, schools, and communities, ensuring that learners are enabled with the skills and dispositions required for the future. Life Skills and Social Emotional Learning has emerged in response to the need to acknowledge that academic skills alone are not enough to be happy and successful in school, work and life. In some sectors, this conversation has led to polarization between the perceived value of academic versus social emotional skills.
The Global Alliance for Social Emotional Learning and Life Skills believes this is a false divide. Research shows the symbiotic relationship in the development of cognitive, social and emotional domains.
The Salzburg Statement released on 20th March 2019 further sets out the opportunity for collective impact.
Guiding Principles of the alliance
Quality Education: SEL and Life Skills work in conjunction with other learning types (physical, aesthetic, moral, foundational, vocational, digital, etc.) and knowledge as part of a holistic and quality education.
Lifelong Approach: SEL and Life Skills are developed progressively from early childhood through adolescence to adulthood.
Human Rights Approach: SEL and Life Skills are not value-neutral and need to recognize that education promotes human rights-based values and fosters human dignity.
Multiple Pathways and Systems: SEL and Life Skills development occurs through multiple learning pathways, from formal education to non-formal settings to the workplace through different modalities, and can reach all learners. It can be sustained only if it is embedded in education and learning systems.
Inclusive and Equitable: Fulfilling the mission of the alliance requires it to be foster the broadest set of policy makers and practitioners from all over the world and needs to respect and build upon multiple perspectives and viewpoints from different fields and geographies.
Collaborative: Fulfilling the mission of the alliance requires activities and platforms that foster collaboration amongst practitioners and policy makers.
Celebrating Excellence & Innovation: Fulfilling the mission of the alliance requires recognizing excellent and innovative practices with robust design and evaluation to inspire advancement in the field.