Diagnostik sozial-emotionaler Kompetenzen in der Schule: Entwicklung eines heuristischen Rahmenmodells und Empfehlungen für die Praxis

Gino Casale; Markus Neuenschwander

doi:10.57161/z2025-06-05

Auteurs

Gino Casale Bergische Universität Wuppertal
Markus Neuenschwander Pädagogische Hochschule FHNW

DOI :

https://doi.org/10.57161/z2025-06-05

Mots-clés :

développement socio-émotionnel, diagnostic, intégration sociale, promotion de la santé, santé mentale

Résumé

Les compétences socio-émotionnelles (CSE) sont étroitement liées à la réussite scolaire, à l’intégration sociale et à la santé mentale. Environ 20 % des élèves présentent des déficits importants qui entrainent souvent des difficultés psychosociales. Un soutien ciblé peut atténuer les problèmes de développement socio-émotionnel et réduire les mesures de pédagogie spécialisée, mais il nécessite des méthodes de diagnostic pratiques et valides. L’article explique la notion de CSE, passe en revue les approches diagnostiques courantes et développe un modèle-cadre heuristique pour la pratique scolaire. Ce modèle associe dépistages universels, diagnostic multi-informatif et soutien basé sur des preuves afin d’évaluer les compétences de manière systématique tout en étant sensible à la culture et des traumatismes.

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