Life Skills Instruction as a Delicate Balance: Equipping Students to Navigate Life Challenges in Upper Secondary English and Social Studies Classes

Abstract

Teenagers face mental health issues in a post Covid19 environment marked by conflict and heightened digitalization, requiring strong and resilient youth. In spite of international guidelines, instances of life skills education (LSE) in educational settings are limited. This research included classroom observations of naturally occurring teaching in 18 Indian upper secondary classrooms and examined how LSE was applied in English and social science classes to aid students in addressing personal, societal, and future challenges. The research indicated that LSE is more prominent in English than in social sciences and appears more frequently in general education compared to vocational studies, providing valuable insights for the integration of LSE into teaching practices and policies.