Enhancing Social-Emotional Skills in Post-COVID Education Through Kagan Cooperative Structures

​​The COVID-19 pandemic​ has significantly ​impacted many aspects of​ education, including the social and emotional development of students. As schools navigate the challenges posed by the post-COVID era, there is a growing concern about the social-emotional skill gap among students. I have found incredible outcomes by using Kagan Cooperative Structures in the classroom to improve student social- and interpersonal-skills to address this gap. 

According to Kagan (2021), anything associated with emotion is better remembered. This insight has profound implications for education, especially in the context of post-COVID recovery. By integrating Kagan Cooperative Structures into classroom activities, educators can create emotionally engaging learning experiences that enhance memory retention. A simple strategy for attaching emotions to learning activities, recommended by Kagan, is the practice of students greeting and thanking each student each other during a structure. These small gestures cause students to smile, laugh, and feel seen. These positive emotions help the brain store recent information in long-term memory.  

Kagan (2021) emphasizes that movement results in increased nourishment to the brain. Recognizing the connection between physical activity and cognitive function, Kagan Cooperative Structures incorporate movement into learning activities. Structures like Quiz-Quiz-Trade or People Hunt, for example, allow students to move around the classroom, working with multiple students in structured ways. This not only promotes better brain health but also provides students ​with opportunities to interact​ ​with their peers​ in a dynamic and engaging manner, fostering interpersonal skills while allowing students to move throughout the classroom.  

Metacommunication is engaged when simultaneous interaction has all students responding is the belief that "everyone has something of value to share" (Kagan, 2021). This philosophy not only encourages active participation ​but also contributes to​ ​the development of students' self​-esteem. Kagan structures allow for 25-50% of students actively engaged at any given time, as opposed to question-answer teaching strategies which leave one student actively engaged, while all others observe, thus allowing ample opportunities for students to practice their social skills. Kagan structures, such as Fan and Pick or Round Robin, allow students to contribute to class conversations in a smaller and safe way, either in pairs or small groups. As students realize the value of their contributions within a collaborative environment, their confidence and interpersonal skills are likely to improve. 

In the 21st century workplace, employers are increasingly demanding that schools equip students with communication and teamwork skills (Kagan, 2021). These skills have always been important; but in the post-COVID era, the urgency to reteach, model, and reinforce these skills is the responsibility of all educators, at every level.  Kagan Structures align with this need by providing students with opportunities to collaborate, communicate, and work effectively as a team. Cooperative Learning structures give students the chance to practice academic discourse and social skills and recognize different perspectives.  These skills are essential for recovering from the pandemic, and equipping students with the necessary skills to move forward into the world and achieve success.  

In conclusion, Kagan Cooperative Structures offer a valuable framework for addressing the post-COVID social-emotional skill gap among students. By incorporating movement, metacommunication, and collaborative learning into the educational experience, these structures contribute to the development of students, preparing them for success in the 21st-century workplace and helping them navigate the challenges posed by the pandemic's aftermath. As educators embrace innovative approaches to post-COVID education, Kagan Cooperative Structures stand out as a promising tool for fostering social- and interpersonal-skills in students. 

​​Sun, J., Singletary, B., Jiang, H., Justice, L. M., Lin, T.-J., & Purtell, K. M. (2022). Child​ ​behavior problems during COVID-19: Associations with parent distress and child​ ​social-emotional skills. Journal of Applied Developmental Psychology, 78, 101375.​ ​https://doi.org/10.1016/j.appdev.2021.101375​  

Kagan, S. (2021). The ​structural approach and Kagan structures. Pioneering​ ​perspectives in cooperative learning, 78-127​.