Pioneering social and emotional learning through literature

A love of performing stories, studying fiction and a curiosity in emotion may appear to be disconnected elements, but they converge to tell Dr Derosha Moodley’s story.

Graduating with a PhD in education focusing on language and media studies, Moodley’s research examined “Using Role-play and Narrative Empathy to Explore Social Emotional Learning (SEL) Outcomes in English Literature Lecture Rooms”. 

"I looked at the importance of getting both a social and emotional education through interpersonal and intrapersonal skills, which provide people with psychosocial tools to use at home, work and in life,’ said Moodley.

Her research produced SEL outcomes through literature studies. 

"When we study literary texts, we critically think about the character who finds themselves in a particular circumstance. If we role-play these scenarios in class and act out the story being studied, we can then reflect and empathise with what we have read and enacted - thereby learning social and emotional skills to use in real life through the literature lesson. 

"As a result, my research produced a model for this type of literary study called the SELLit model (Social and Emotional Learning via Literature Studies).’

Moodley’s study, the first of its kind, provides a model for how literature studies could serve as a medium for offering South African students a social and emotional education. 

"Such an education has not been effectively or singularly provided in mainstream secondary or higher education in South Africa, yet it is crucial during the psychologically adjusting phases of both the teenage and early adulthood years," she said. 

Her study found that SEL outcomes could be effectively integrated into academic content, specifically English literature, with participants learning SEL skills such as self-awareness, self-management (intrapersonal competencies), social awareness, relationship skills, and responsible decision-making (interpersonal competencies) through acting out and empathically reflecting on the texts they studied.

"Never did I think that my love for acting, fiction and emotion learning would culminate in a research project that has produced an evidence-based model for helping people learn psychosocial skills." 

She has also tested her research on the students she taught.

"I have celebrated SEL day, which takes place globally in March every year by writing, directing and coordinating an event on my campus on the North Coast of Durban. We invited educators, principals, mental health practitioners and thought leaders who were present. 

"My students performed little drama skits on SEL skills, which became wonderful information and demonstration sessions. I have the most wonderful students where I work and I learn quite a bit from them as much as they learn from me." 

Moodley’s journey is dotted with several highlights, but she counts speaking at her first academic conference and participating in global webinars on SEL as quite memorable. 

"Being introduced to SEL by my supervisor Professor Ansurie Pillay has been life changing. I now possess valuable, pragmatic, and intentional ‘human skills’ to teach, using drama and literature." 

Moodley also acknowledged the strong foundation provided by firstly, the Howard College Drama Department and secondly, the English Department lecturers.

Her physical health presented a concern during her study, but she overcame this with the support from her parents, Jenny and Devan Moodley, her partner, Kaveshan Naidoo, and her grandmother Rani Moodley.

She said she was excited for what lay ahead. 

"I am directing a wonderful theatre festival from August to September where I hope to integrate some SEL practices into the production. I have so many plans - from SEL articles, plays, and books to training programmes that I want to offer the world."

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