Projects
We collaborate with and serve organizations and stakeholders that are aligned with our vision.
We are a learning design company creating curriculum, pedagogy, training material and assessments to build social-emotional skills for preK-12 learners, vocational learners, teachers and parents.
We collaborate with and serve organizations and stakeholders that are aligned with our vision.
“From suggesting to us to incorporate SEL in our textbooks, to implementing the same, you have done fantastic work on integrating SEL. We have positive feedback from the market for our books, especially for SEL inclusion. Looking forward to working with you on our next project shortly.”
“We worked with CSEL to embed SEL in our Skill Development program design and implementation. The CSEL team embraced complexity, and meaningfully bridged divergent sensibilities and stakeholders. Moreover, they supported our industry representatives (SSCs) through a series of capacity strengthening workshops and knowledge assets. I cannot wait to collaborate with CSEL again.”
“During our foundational research work on developing a detailed framework for Socio-Emotional Learning Assessments that utilised the cutting edge research and theories prevalent in the field, we collaborated with CSEL as SEL experts. Vrinda brings a lot of thinking and processing to the work done jointly and CSEL’s inputs during the framework creation really helped us articulate the nuances.”
“As an SEL facilitator, I got to learn a lot of tools that CSEL introduced us to, to teach the kids. These tools helped me recognize and name my emotions, deal with my worries, and consider how to handle situations in a better way. Also, I had a lot of fun with the kids, as they got more and more excited as the sessions progressed.”
What would it take to have learners actively experiencing connection, capability, confidence and compassion, and equipped to create a future that serves them and their communities?
WHO (2019) has found that globally, depression is one of the leading causes of illness and disability among adolescents. In a deficit-focused, punitive environment that puts children through extensive ranking processes, it is not surprising that children grow up making sense of themselves and the world through this lens of social ranking, frequently arriving at distorted conclusions about their worthiness, such as “I am not good enough”.
How might we change the lens through which children, supported by their parents and teachers, process all experiences – successes and failures – in a new way?
