The Imperative of Social, Emotional, and Ethical (SEE) Learning in Kandhamal District Classrooms: A Contextualized Pedagogical Framework

The educational landscape of Kandhamal district in Odisha faces multifaceted challenges including high dropout rates, learning gaps, poor connectivity, and cultural-linguistic barriers that impede effective learning outcomes. This article examines the critical need for implementing Social, Emotional, and Ethical (SEE) Learning framework in Kandhamal classrooms as a transformative pedagogical intervention. Drawing from baseline assessment data (2023-24) and contextual analysis, this study demonstrates how SEE Learning addresses not only academic competencies but also cultivates emotional resilience, ethical reasoning, and culturally responsive learning essential for holistic student development in tribal-dominated regions. The findings reveal that students in grades 6-8 struggle significantly with higher-order competencies such as critical thinking, reflection, and ethical reasoning, scoring below 40% in key literacy domains. SEE Learning offers an evidence-based framework that integrates social, emotional, and ethical dimensions into existing curricula, making it particularly relevant for addressing learning deficits while honoring indigenous cultural values and promoting inclusive education in marginalized communities.