Social and emotional problems associated with integration in the Israeli Junior high school

Teachers and pupils in 28 integrated junior high schools in Israel
were interviewed and observed to determine the kinds of social and emotional
problems encountered in integrated schools. Though these schools are mandated
to achieve both academic and social goals, academic aspects of schooling are
inordinately stressed while the social goal is neglected. This strategy has major
implicationsfor teaching methods, curriculum, tracking, extra-curricular activities
and staff morale. Furthermore, while bright, achieving disadvantagedpupils tend
to gain socially and emotionally from this strategy, most disadvantaged children
sustain significant losses in the social and emotional spheres and meaningful ethnic
integration in the school is not achieved. It is recommended that the school invest
greater resources in enhancingpupils'social and emotional development and that
there be a dual emphasis in integrated schools on academic and personal
development. Implementation of this recommendation requires retraining teachers
to provide them with concrete skills in both areas that can be applied in the
heterogeneous class