stdClass Object
(
    [id] => 18414
    [paper_index] => 202512-02-025336
    [title] => FROM REMEDIAL INSTRUCTION TO WHOLE-CHILD DEVELOPMENT: A PARADIGM SHIFT BROUGHT BY SOCIAL AND EMOTIONAL LEARNING FOR RURAL STUDENTS WITH LEARNING DIFFICULTIES
    [description] => 
    [author] => Shiyan Liao
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra25336
    [year] => 2025
    [month] => December
    [volume] => 10
    [issue] => 12
    [file] => fm/jpanel/upload/2025/December/202512-02-025336.pdf
    [abstract] => Grounded in Amartya Sen’s capability approach, this article understands rural students with learning difficulties as situated in structural contexts of capability deprivation and argues for using social and emotional learning (SEL) as a lever to shift from a remedial, score-oriented paradigm toward one centered on capability expansion. First, drawing on the notion of capability deprivation, the article analyzes the structural limitations of traditional remedial models and reveals their failures in problem attribution, intervention goals, and institutional logic. Second, based on the CASEL framework and meta-analytic evidence, it elaborates three core shifts in an SEL paradigm oriented toward capability expansion. Third, from the levels of curriculum and classroom instruction, teachers and schools, and families and communities, it proposes a multi-level action framework for SEL with rural students with learning difficulties, illustrated with emerging empirical studies from rural China. Finally, it discusses the enabling conditions and future challenges for institutionalizing this paradigm shift, including policy and system support, teacher professional learning, and evidence-based evaluation. The article contends that only by reinterpreting “learning difficulties” at the intersection of social-emotional development and structural inequality, and treating rural students with learning difficulties as subjects in need of capability expansion rather than mere recipients of remedial instruction, can rural education truly move from a narrow remedial logic toward a whole-child development logic and open more dignified and meaningful developmental pathways for these students.
    [keywords] => Rural Students with Learning Difficulties; Social and Emotional Learning; Capability Approach; Left-Behind Children; Educational Intervention
    [doj] => 2025-12-17
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 27
    [journal_id] => 2
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Research & Development (IJRD)
    [short_code] => IJSR
    [eissn] =>  2455-7838 (Online)
    [pissn] => - -
    [home_page_wrapper] => images/products_image/2-n.png
)
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