Carmel Cefai, PhD, FBPS, is the director of the Centre for Resilience and Socio-Emotional Health, and Professor at the Department of Psychology, University of Malta. He has published extensively in the area of resilience and social-emotional learning, including Mental Health Promotion in Schools (Sense Publishers, 2017).Dominic Regester is programme director at Salzburg Global Seminar, Austria, responsible for designing and implementing programmes on education, conservation and societies of the future. He is on the Executive Committee for Karanga: The Global Alliance for Social Emotional Learning and Life Skills.Leyla Akoury Dirani, PhD, is a child and adolescent psychologist and associate professor of psychiatry at the American University of Beirut, Lebanon. Her research and her teaching encompass child development, child psychopathology, and parenting.

• Series Editor’s ForewordRonald G. SultanaAcknowledgmentsList of Figures and TablesNotes on ContributorsPart 1: Introduction1 Social and Emotional Learning across the MediterraneanCarmel Cefai, Dominic Regester and Leyla Akoury DiraniPART 2: National Policies, Curricula and Frameworks2 “I Want Greeks to Be Odysseus …”Maria Poulou3 Social and Emotional Education in Maltese SchoolsCarmel Cefai4 Social and Emotional Learning in the School System in CyprusMaria Kalli5 Psychosocial Skills and Holistic Education in the French Educational ContextKatia Terriot and Emmanuelle Vignoli6 Social and Emotional Learning in Palestinian K-12 SchoolsAnwar Hussein-Abdel Razeq7 Social and Emotional Learning in the New Tunisian CurriculumAmor OuelbaniPART 3: Programmes and Interventions8 An Integrated Social and Emotional Learning Framework for Lebanese SchoolsClaudine Aziz, Nahla Harb, Samar El Ahmadieh, Wael Kazan and Yvonne El Feghaly9 Safe and Enabling Learning Environments in LebanonAmina Kleit and Rémie Rhayem10 Mental Health Promotion in the Early Years: Case Studies from ItalyValeria Cavioni11 Examining 21st Century Student Outcomes in Teacher Education Programmes in Higher Education Reform in EgyptNagwa Megahed and Gihan Osman12 The SOYAÇ Approach with Street Involved Children and Young People in Turkey: Social and Emotional Learning in PracticeÖzden Bademci13 The Assessment of Vulnerable Children’s Social-Emotional Skills in MENATCarly Tubbs Dolan and Roxane CairesPART 4: Conclusion14 EpilogueMarc BrackettIndex

Carmel Cefai, PhD, FBPS, is the director of the Centre for Resilience and Socio-Emotional Health, and Professor at the Department of Psychology, University of Malta. He has published extensively in the area of resilience and social-emotional learning, including Mental Health Promotion in Schools (Sense Publishers, 2017).Dominic Regester is programme director at Salzburg Global Seminar, Austria, responsible for designing and implementing programmes on education, conservation and societies of the future. He is on the Executive Committee for Karanga: The Global Alliance for Social Emotional Learning and Life Skills.Leyla Akoury Dirani, PhD, is a child and adolescent psychologist and associate professor of psychiatry at the American University of Beirut, Lebanon. Her research and her teaching encompass child development, child psychopathology, and parenting.

• Series Editor’s ForewordRonald G. SultanaAcknowledgmentsList of Figures and TablesNotes on ContributorsPart 1: Introduction1 Social and Emotional Learning across the MediterraneanCarmel Cefai, Dominic Regester and Leyla Akoury DiraniPART 2: National Policies, Curricula and Frameworks2 “I Want Greeks to Be Odysseus …”Maria Poulou3 Social and Emotional Education in Maltese SchoolsCarmel Cefai4 Social and Emotional Learning in the School System in CyprusMaria Kalli5 Psychosocial Skills and Holistic Education in the French Educational ContextKatia Terriot and Emmanuelle Vignoli6 Social and Emotional Learning in Palestinian K-12 SchoolsAnwar Hussein-Abdel Razeq7 Social and Emotional Learning in the New Tunisian CurriculumAmor OuelbaniPART 3: Programmes and Interventions8 An Integrated Social and Emotional Learning Framework for Lebanese SchoolsClaudine Aziz, Nahla Harb, Samar El Ahmadieh, Wael Kazan and Yvonne El Feghaly9 Safe and Enabling Learning Environments in LebanonAmina Kleit and Rémie Rhayem10 Mental Health Promotion in the Early Years: Case Studies from ItalyValeria Cavioni11 Examining 21st Century Student Outcomes in Teacher Education Programmes in Higher Education Reform in EgyptNagwa Megahed and Gihan Osman12 The SOYAÇ Approach with Street Involved Children and Young People in Turkey: Social and Emotional Learning in PracticeÖzden Bademci13 The Assessment of Vulnerable Children’s Social-Emotional Skills in MENATCarly Tubbs Dolan and Roxane CairesPART 4: Conclusion14 EpilogueMarc BrackettIndex