If you're unfamiliar with the CASEL framework, we highly recommend reading this article first, as it will greatly enhance your understanding of soft skills.
Check it out here.
Introduction to Inclusive thinking:
Inclusive thinking, crucial from childhood to adulthood, is the mindset of considering and valuing diverse perspectives and experiences. Whether in school group projects or corporate board meetings, it fosters empathy and social cohesion. In an interconnected world, it's essential for innovation and solving global challenges, preparing individuals for a future where diversity is key to success.
Core Area of Competence:
Inclusive thinking is found in the following core areas of competence, and more specifically under a core behavior of each area:
Self-Awareness: Awareness of personal rights and responsibilities.
Relationship-Management: Communicate and interact effectively.
Social-Awareness: Awareness and respect of groups and their cultures.
Responsible Decision Making: Consider ethical standards, social and community norms and safety concerns in making decisions.
Core Behaviors that require the soft skills of Inclusive thinking:
The soft skill is manifested differently in each age group:
6-8 Years:
Self-Awareness:
Understanding Emotions: Children in this age group can describe what it feels like to feel safe and respected, fostering empathy and understanding towards others' emotions.
Example: A child notices when a friend feels sad and offers a comforting gesture, showing empathy and emotional awareness.
Relationship-Management:
Kind Interactions: They give kind and supportive comments to friends, promoting positive interactions and building strong relationships.
Example: A child compliments a classmate's drawing, encouraging and uplifting their peer, fostering a supportive environment.
Social-Awareness:
Respectful Disagreement: Children describe ways that people are similar and different and learn to be respectful when disagreeing or when people have different ideas, fostering acceptance and tolerance.
Example: During a discussion about favorite activities, a child listens respectfully to a classmate's differing opinion and responds with understanding, promoting inclusivity and open-mindedness.
Responsible Decision Making:
Considering Consequences: They understand that decisions can have positive and negative effects on themselves and others, encouraging thoughtful consideration of the consequences of their actions.
Example: A child chooses to share toys with friends to promote cooperation, recognizing the positive impact of their decision on fostering friendship and teamwork.
9-11 Years:
Self-Awareness:
Empathetic Support: Children have the ability to help others feel safe and respected, demonstrating empathy and compassion towards their peers.
Example: When a classmate feels excluded during a game, a child invites them to join in, showing empathy and inclusivity.
Relationship-Management:
Understanding Group Dynamics: They recognize how groups behave differently than individuals and understand how these dynamics affect an individual’s emotions, attitudes, and behaviors, promoting cooperation and teamwork.
Example: In a group project, a child encourages quieter peers to share their ideas, fostering collaboration and valuing diverse perspectives.
Social-Awareness:
Recognizing Diversity: Children identify contributions of various social and cultural groups and recognize examples of stereotyping, discrimination, and prejudice, fostering inclusivity and appreciation for diversity.
Example: A child celebrates cultural heritage month by sharing stories and traditions from their family's background, promoting cultural understanding and respect.
Responsible Decision Making:
Considering Others: They identify positive and negative consequences of decisions for themselves and others, encouraging thoughtful consideration of the impact of their choices.
Example: Before making a decision, a child considers how it will affect their friends and family, demonstrating responsibility and empathy.
12-14 Years:
Self-Awareness:
Advocating for Rights: Adolescents know their role in the outcomes of safe, risky, or harmful behaviors and stand up for their rights while respecting others' rights, promoting assertiveness and self-advocacy.
Example: A teen speaks out against bullying behavior in their school, advocating for a safe and inclusive environment for all students.
Relationship-Management:
Collaborative Leadership: They understand different roles in a group, like being a leader or a team member, and how these roles affect the group's success, fostering effective collaboration and leadership skills.
Example: In a group project, a teen delegates tasks based on each member's strengths, promoting teamwork and shared responsibility.
Social-Awareness:
Cultural Appreciation: Adolescents describe how different groups can help and appreciate each other and recognize how cultural norms affect how people interact, promoting cultural competence and understanding.
Example: A teen participates in a cultural exchange program, learning about and appreciating diverse customs and traditions.
Responsible Decision Making:
Reflective Thinking: They monitor how their choices affect their short-term and long-term goals, through reflection on past choices, and social and community norms, encouraging critical thinking and ethical decision-making.
Example: Before making a decision, a teen considers the potential consequences and consults trusted mentors or family members for guidance.
15-17 Years:
Self-Awareness:
Civic Engagement: Older adolescents recognize their role as responsible members of the community, demonstrating accountability and civic engagement.
Example: A young adult volunteers at a refugee camp, contributing to positive social change.
Relationship-Management:
Adaptive Communication: They adjust communication style depending on the situation, audience, task, and feedback and create positive group dynamics to achieve group goals, fostering effective communication and leadership skills.
Example: A young adult effectively communicates with peers from diverse backgrounds, promoting inclusivity and understanding in group discussions.
Social-Awareness:
Advocacy for Social Justice: Older teens understand different community and cultural practices, and how they impact individuals, institutions, and social structures, promoting social justice and advocacy.
Example: A young adult participates in a protest march to raise awareness about discrimination, advocating for policy changes.
Responsible Decision Making:
Ethical Leadership: They consider personal responsibility, social norms, safety concerns and ethical standards in making decisions, encouraging ethical leadership and accountability.
Example: Before making a decision, a young adult evaluates the potential impact on society and future generations, demonstrating ethical leadership and social responsibility.
Promoting the Soft Skill:
For Parents and Care Givers:
Discover the ideal curriculum for your children on our platform, tailored to meet your unique learning needs and preferences.
Lead by Example: Parents should demonstrate inclusive behavior in their own actions and interactions, treating people from diverse backgrounds with respect and empathy.
Encourage Diversity: Expose children to diverse cultures, perspectives, and experiences through books, movies, travel, and interactions with people from different backgrounds.
Address Bias: Discuss stereotypes and biases with children and teach them to challenge prejudice and discrimination whenever they encounter it.
Foster Collaboration: Encourage children to work with peers on group projects, team sports, or community activities, emphasizing the importance of listening to others and valuing everyone's contributions.
For Tutors:
Diverse Perspectives Discussion: Assign readings, articles, or videos from a variety of cultural backgrounds or viewpoints. Afterward, facilitate a discussion where students share their thoughts and perspectives, encouraging them to consider different viewpoints and engage in respectful dialogue.
Identity Mapping: Have students create identity maps where they reflect on their own identities, including aspects such as culture, ethnicity, religion, gender, and socioeconomic background. Then, facilitate a discussion where students compare and contrast their maps, fostering empathy and understanding of diverse experiences.
Group Problem-Solving: Divide students into diverse groups and present them with a problem or scenario to solve collaboratively. Encourage each group member to contribute their ideas and perspectives, emphasizing the importance of listening to and valuing everyone's input.
Inclusive Language Workshop: Facilitate a workshop on inclusive language, discussing terms and phrases that may be offensive or exclusionary to certain groups. Encourage students to brainstorm alternative language that is more inclusive and respectful, and discuss the importance of using language that acknowledges and respects everyone's identities.
Feedback and Reflection:
When learners encounter real-life scenarios involving diversity or inclusivity, offer feedback on how they respond with empathy and respect. Encourage reflection by asking, "How did you consider the needs and perspectives of others in that situation? Is there anything you could do differently to promote inclusivity in similar situations in the future?”
During peer feedback sessions, encourage learners to provide constructive feedback to their classmates on how they can be more inclusive in their actions and communication. Facilitate reflection by asking, "What suggestions do you have for your classmate to enhance inclusivity in their interactions with others? How can you support each other in becoming more inclusive as a group?”
During classroom activities, games, or collaborative projects, observe how learners interact with peers from diverse backgrounds. Offer feedback on inclusive behavior, such as showing kindness and respect towards others. Encourage reflection by asking, "How did you make sure that everyone felt included and valued during the activity? What could you do to make the experience more inclusive for everyone?”
During group discussions, provide feedback on how learners actively listen to and acknowledge diverse perspectives. Encourage reflection by asking questions such as, "How did you consider everyone's ideas during the discussion? Were there any voices that might have been left out?”
Additional Resources:
Watch “What is Inclusion” to learn the basics of inclusive thinking.
Read the “7 Skills That Make A Real Difference In Diversity And Inclusion” on Forbes.
Read “7 Ways to Be More Inclusive in Your Everyday Life” on Medium so you learn how to be more inclusive yourself and act as a role model for children.
Watch “Are you biased? I am” where Kristen Pressner talks about unconscious bias on TEDx Talks.
Watch Inclusion Makes the World More Vibrant, a short film created to promote social inclusion.
Watch “Diversity and Inclusion: Lessons In Friendship and Love” where Maryam Elassar, a third grader shares a personal story of how showing kindness leads to an understanding of what Diversity and Inclusion mean.
Conclusion:
In conclusion, understanding and cultivating the soft skill of inclusive thinking is paramount for fostering empathy, understanding, and cooperation across all age groups. Parents and tutors play pivotal roles in facilitating opportunities for skill development by serving as role models, creating inclusive environments, and providing structured learning experiences that promote inclusion. Proactive engagement in nurturing these skills in various learning environments, whether at home, in school, or within the community, is essential for empowering individuals to become compassionate leaders and agents of positive change. By embracing the journey of understanding and developing inclusive thinking, we lay the foundation for a more equitable and harmonious world.
References:
Frye, K. E., Boss, D. L., Anthony, C. J., Du, H., & Xing, W. (2022). Content analysis of the Casel framework using K–12 state SEL Standards. School Psychology Review, 1–15. doi:10.1080/2372966x.2022.2030193
Laura, Nota., Maria, Cristina, Ginevra., Ilaria, Di, Maggio., Salvatore, Soresi. (2017). Engaging Parent Strengths for Inclusion: The Power of Optimism, Hope, and Courage. 10:209-224. doi: 10.1108/S1479-363620170000010021
Lindner, K.-T., Hassani, S., Schwab, S., Gerdenitsch, C., Kopp-Sixt, S., & Holzinger, A. (2022). Promoting factors of social inclusion of students with special educational needs: Perspectives of parents, teachers, and students. Frontiers in Education, 7. doi:10.3389/feduc.2022.773230
Nishina, A., Lewis, J. A., Bellmore, A., & Witkow, M. R. (2019). Ethnic diversity and inclusive school environments. Educational Psychologist, 54(4), 306-321.