Life Skills Education Research Articles

The Effects of Extracurricular Activities on Developing Students’ Life Skills

This study explores the views of teachers and students regarding the effect of extracurricular activities on the development of life skills for Moroccan high school students. To achieve this objective, the study uses a convergent parallel mixed-methods design and adopts UNICEF’s Life Skills and Citizenship Education Conceptual and Programmatic Framework (2017). The study collected quantitative data from 257 public high school students and 68 public high school teachers through anonymous surveys. Qualitative data were collected from 47 students and 16 teachers through focus groups. Quantitative data were analysed statistically using SPSS Version 20, while qualitative data were analysed thematically. The overall results reveal that extracurricular activities promote life skills almost moderately, though it is often unintentional. The study concludes with some recommendations for education stakeholders on how to use extracurriculars to promote life skills for Moroccan high school students.

The Importance of Life Skills Education

The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum i.e. developing social, emotional & thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well. Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons. They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race. This new challenge requires immediate and effective responses from a socially responsible system of education. ‘Education’ is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life.

Systematic review on school health program and health-promoting schools in Southeast Asian region countries

Introduction: Studying the process and impact of interventions like Health Promoting Schools (HPS) is important for sustenance and policy changes. This calls for gathering evidence on the current status of school health programs at a larger level so as to identify barriers and opportunities to strengthen their implementation. Methodology: Systematic research using selected databases led to identification of 18 eligible studies (from 1979 to 2019). Results: The studies were from India (n = 12), Indonesia (n = 3), Thailand (n = 2), and Nepal (n = 1). Collectively, studies have assessed health services under domains of health education (n = 2), health services (n = 3), nutrition services (n = 6), healthy school environment (n = 4), disease control and prevention (n = 6), school and community collaboration (n = 5), risk factor management (n = 6), life skills education, mental health and well-being (n = 7), and health promotion for school staff (n = 1). Health promotion services provided under similar domains were not similar kind in all studies. Five studies reported student, teacher, administration, and parental level facilitators and barriers to service provision under school health/health-promoting interventions/programs. Lack of time, overburdening, poor support by parents, unhealthy behavior in schools, etc., were some of the barriers. Cooperation by stakeholders and behavior reinforcement and parental trust in school activities reflected potential facilitators. Conclusion: Implementation of global standards of health-promoting schools (HPSs) is variable. Service provision is not essentially under the school health program and is mostly restricted to school children only. The study can serve as baseline for the implementation of standards in Southeast Asian Region countries. Countries should build on this information. Recommendations: Policies may be framed to include global standards of HPSs, understanding that little change can bring about a larger impact.

Adolescent Woes? Approval Motivation, Test Anxiety, and the Role of Perceived Self-Control

The Association of Adolescents and Child Care in India (AACCI) conducts multicentric studies on youth behavior in India. Using openly accessible psychometric tools, the present study discusses the demographic-wise interrelationships between the Children’s Perceived Self-Control (PSC), Martin-Larsen Approval Motivation (AM), and Friedben’s Test Anxiety Scales (FTAS) administered to 712 students (Group-1: 10-14 yrs.; Group-II: 15-18 yrs.) from two Delhi-based schools. The survey-questionnaire included four demographic variables: age, gender, sibling status, and body mass index. Although mainstream literature has uniformly contented in favour of the benefits of PSC, one-way ANOVAs in the present study revealed that high PSC was associated with significantly high AM (F[2,709] =3.033, p =0.049), suggesting that people with high PSC may diligently weigh short- and long-term consequences, choosing behaviors that best align with their interests and enduringly valued goals. Further, this relationship was statistically significant for participants in the no siblings (p =0.005) and underweight groups (p =0.031). Participants with high PSC had the lowest FTAS scores; however, this relationship was not statistically significant. Lastly, AM and FTAS were negatively correlated (r =-0.216, p<0.01), especially for females, Group-II, and participants with siblings (r =-0.278, -0.292, and -0.244, respectively), clarifying distinct differences between AM and FTAS’ subscales. The implications of findings were shared with the school management to conduct customized interventions using the WHO’s Life Skills Education framework. The findings highlight the need for time-series interventional analysis to ascertain the direct and cumulative effects of intervention on the interrelationships between PSC, AM, and FTAS.

Analysis of Child-Friendly School Strategies to Prevent Bullying at Elementary Schools

Bullying is aggressive behavior that affects children’s social development. The number of bullying cases in Indonesia shows that schools as educational institutions have not been able to provide optimal protection for students. A child-friendly school model is expected to reduce bullying at schools in Indonesia. This research aimed to analyze child-friendly school strategies to reduce bullying at elementary schools. It used a qualitative approach with descriptive analysis whose instrument adopted a child-friendly school model developed by UNICEF. The data were collected through interviews, observation, and documentation. There are 73 participants in this research, including the headmaster, teachers, students and parents chosen by random sampling technique. The technique for data analysis included data condensation, data display, and drawing conclusions. The results showed that child-friendly school efforts to reduce bullying included several aspects that adapted to the model developed by UNICEF. The strategies applied to reduce bullying were through life skills-based learning activities (public speaking and gardening) and character-based learning activities (reciting the Qur'an and praying in congregation). In conclusion, the strategies of a child-friendly school in anticipating bullying in elementary school can be done by developing life skill education and various character based learning activities.

National screening for developmental delays and their determinants among Egyptian school age children: A step towards implementing life skills programs.

This study aimed to estimate the national prevalence of developmental delays (DDs) and their determinants among Egyptian children aged 6 to 12 years. Such estimation is a prerequisite step toward the application of Life Skill Education (LSE) programs that will potentiate children's future capabilities. Vineland Adaptive Behavior Scales" was used as a reliable and diagnostic test for DDs screening during this national cross sectional study. Gross motor (GM), fine motor (FM), daily living skills, communication, and socialization skills were assessed. The multivariate logistic regression analysis was used to identify factors associated with DDs. The Adjusted Odds Ratio (AOR) with a 95% Confidence Interval was estimated to indicate the strength of association. A p-value of <0.05 was used to declare statistical significance. Out of the 20324 surveyed school-aged children, 7.4% were found to have at least one delay. Communication deficits were the most common (6.4%) followed by delay in daily living skills (2.0%). The final model of logistic regression had a good fit for seven variables out of the sociodemographic, epidemiological characteristics, maternal and perinatal problems that were associated with a higher likelihood of at least one DD: Children suffering from any convulsions (AOR = 4.32; 95% CI: 3.18-5.88), male gender (AOR = 1.86; 95% CI: 1.65-2.09), birth weight less than 2.5 kg (AOR = 1.77; 95% CI: 1.40-2.24), history of maternal health problem during pregnancy (AOR = 1.64; 95% CI:1.34-2.01), children staying in an incubator for more than two days (AOR = 1.57, 95% CI: 1.29-1.91), having less educated fathers (AOR = 1.55, 95% CI: 1.24-1.95) and belonging to the middle social class (AOR = 1.40, 95% CI: 1.24-1.58). The identified types and determinants for each DD are allowing for the implementation of tailored programs for school children's life skills promotion for achieving the most sustainable effects on children's biological and psychological health and well-being.

Life Skills Education Based on Local Excellence: Studi of State Special Schools Students in East Kalimantan

The research was conducted to find out the application and implementation of life skills education, as well as the supporting and inhibiting factors for the implementation of Life Skills Education conducted by SLBN in East Kalimantan. Life skills education is very important for students with special needs. With life skills education, it is hoped that it can eliminate socio-economic disparities and minimize discrimination that students with special needs often experience. The type of research used is qualitative research with a descriptive approach. Collecting research data using interviews, observation, and documentation Primary data sources are skills-coordinating teachers, school principals, and students. Furthermore, the data obtained will be tested for validity using triangulation techniques and analyzed using multi-site analysis techniques developed by collecting, reducing, presenting, and drawing conclusions. The research results that have been found are as follows: Live skills education has an important role in the life development of SLB students; full support is needed to increase competency. This will have a big impact, especially on social life. With the provision of skills, SLB students can strive to improve their standard of living. Applicable skills such as sewing, hydroponic gardening, cooking or processing food from ingredients that are easily obtained from seafood, agriculture, and plantations in the surrounding environment, as well as creating goods from materials that are easy to obtain. At the same time, they are given the skills to market their work to other people and the public. All of these activities can help students grow and develop in parallel. The realization of these live skills education activities must also get support from various parties. Both parents, the government, teachers, and, of course, the wider community serve as users, or the community serves as facilitators.

Constructing the Life Skills Education Experiences of Maldivian Adolescents: Exploring Personal Narratives of Transition, Challenge, and Becoming

Life skills have been shown to help young people cope with challenges and facilitate their transition into adulthood. Few studies have explored life skills programs from the lived experiences of youth themselves. Using a retrospective narrative analysis approach, this study uses social construction and social learning theories to investigate how young people construct their experiences of life skills education in the context of their embedded social environments, including their relationships with family, school, and peers. The study incorporates a series of in-depth, face-to-face, and social media-based interviews with two young adults from the Maldives who had very different experiences in life skills programs. Capturing the participants’ subjective experiences of life skills over time, and in the context of their transition to adulthood, allowed us to make situated connections between program experiences and the participants’ everyday lives. The findings point to the importance of program duration and directly link program content to adolescents’ real-world experiences including critical life incidents, the need to provide more structure in the delivery of programs, and the importance of ensuring that program experiences align with relevant skills and competencies. Potential implications for life skills education programs are outlined.

Can a five-minute meeting improve the wellbeing of students? The Indian school experience

In India, school psychology is an emerging field of study. The Central Board of Secondary Education (CBSE) has mandated the appointment of school counsellors to boost mental health through counselling, life-skills education, and career guidance. In the present study, the school counsellor implemented a five-minute meeting to quickly interact with students to promote their wellbeing. Using universal sampling, data were collected from 78 students using a Google survey form at one of the leading private schools in Meerut city of Uttar Pradesh State, India. The findings of the study indicated an improvement in the personal-social and school-career domains of students’ wellbeing. Approximately 72% of students reported being happy, and 58% shared being friendly (personal-social domain). Nearly 68% of students reported doing well in the school (school-career domain). Moreover, 65% of students expressed willingness to meet with the counsellor. The initiative received an overwhelmingly positive response (82%), indicating that it has increased the value of support for these students. This initiative provided an opportunity for both the counsellor and students to get to know each other and allowed the counsellor to plan individual and group counselling sessions as needed. Prospective studies could employ robust methodology with a larger sample size to evaluate the effects of this initiative on mental health outcomes.

Reconstruction of Pancasila and Citizenship Learning Thinking to Improve Soft Skills of Polytechnic Students

Efforts to reconstruct the learning thinking of Civic Pancasila Education to develop a Life Skills Education Approach. This is based on researchers' concerns about the gap between what actually exists, with the existing conceptual framework (Das Sein and Das Solen), in the education system in Indonesia, especially Civic Education in the development of Polytechnic students. The researchers focus on the application of education theory as a tool of social integration that acts as an agent of value cultivation, Education is strength, Education is an investment for human resource development or Human Capital theory, and social action theory or Action Theory with the AGIL scheme (Adaptation, Goal Attaintment, Integration, and Latency). This research used a qualitative approach to find and reconstruct the thinking (Constructivism) of Pancasila and Civic Education to develop a Life Skills Education Approach, with a phenomenological approach. Researchers rely on as many of the views of the participants studied according to the research theme in depth as possible to explore and find the right reconstruction of thinking. The conclusions of this study are: (1) The transmission of civic values or social systems in educational institutions is carried out by civic education; (2) Civic education must be shape the character and life skills needed in human resource development; (3) Life skills education (soft skills) in civic education which is the basic foundation for the formation of an intelligent and good national character is, a very important part used as a learning approach to Pancasila and citizenship education at Polytechnics.

Development of the Life Skills Learning Model for Elementary School students as Strengthening the Pancasila Student Profile

This study aims to determine the development of life skills of elementary school students in social science subjects through the development of life skills education. Learning Social Sciences Education certainly gets the spotlight related to the role of the teachers and the conditions of the students. The teacher still holds power in learning, while students can only follow all directions given by the teacher. As a result, students only memorize and do the teacher's orders. Conditions like this must be changed because it is in accordance with the changing times in the kurikulum merdeka. Learning Social Sciences in schools at various levels of educational development needs to be based on aspects of the curriculum, philosophy and learning theory, as well as various aspects in accordance with the nature of social studies education.. This study uses a research and development (R &amp; D) approach that begins with a preliminary study, followed by limited trials and wider trials, and ends with model validation tests. Limited trials and wider trials which were carried out repeatedly at an elementary school in Tegal City and accompanied by revisions at each trial; and model validation tests were carried out at three elementary schools as the experimental group and three elementary schools as the control group without the presence of the researcher. The focus of development is social studies learning carried out by teachers of class V SD in Tegal City. Data were collected by interview, observation, questionnaire, and learning achievement tests. The model design test is carried out through limited trials and wider trials. Validation of the model design developed using a quasi-experimental design. Data analysis was carried out descriptively, and t-test statistical analysis. The results of the study show that the life skill learning model in social studies learning has improved learning outcomes and students' life skills so that the profile of Pancasila is strengthened.

In-service teachers’ training needs in Implementing Life Skills Education in Rural secondary schools in Lesotho

he teachers’ preparation in teaching and learning Life Skills Education is crucial in the education system in Lesotho. This study explores the teachers’ training needs in implementing Life Skills Education at rural secondary schools in Lesotho. The study adopted qualitative interpretivism and phenomenological research design. Eight LSE teachers and principals were chosen randomly from four schools. Telephonic semi-structured interviews were used for data collection. The thematic results revealed that teachers were not trained to teach LSE and needed in-service courses. The findings yielded that the teaching and learning of LSE must be enhanced in secondary schools. Thus, it recommended that the Ministry of Education facilitate and broaden in-service training of LSE teachers and provide a framework for guiding the contents of LSE. The curriculum developers would find the research helpful as they reflect on the extent to which the objectives were achieved for the subject.

Development and Validation of Epilepsy Life Skills Guidelines for Primary School Learners and Teachers in Limpopo and Mpumalanga Provinces.

Epilepsy is a disorder that disturbs nerve cell activity in the brain, resulting in seizures. It was noted that it occurs mostly in children, especially at the primary school level, and could result from a genetic condition. The aim of this study was to develop and validate life skills education guidelines for primary school learners of Limpopo and Mpumalanga provinces in South Africa to educate them about epilepsy with the aim of reducing stigma and discrimination towards people with epilepsy. The guidelines were developed by adapting the World Health Organization (WHO) guideline development guide, which included the formulation of PICOS (population, intervention, comparison, outcome, study design) questions, conducting a systematic review of the literature, and using GRADE (grading of recommendations assessment, development, and evaluation) to develop evidence-based recommendations. The recommendations that informed the guideline development were that epilepsy education should be included in the primary school life skills curriculum to improve learners' understanding, attitudes, and skills related to epilepsy. This epilepsy education should be tailored to the needs of primary school learners and cover topics such as seizure recognition, management, medication, and coping strategies. Collaboration between healthcare providers, educators, and policymakers is crucial to developing culturally appropriate and evidence-based epilepsy education guidelines. Teachers and healthcare providers should also receive training on how to support learners living with epilepsy. The resulting guidelines provide clear and concise guidance on epilepsy education in life skills for primary school learners, caregivers, and teachers. The guidelines are expected to improve the quality of epilepsy life skills education and contribute to the overall well-being and inclusion of learners with epilepsy in Mpumalanga and Limpopo provinces, South Africa.

Inclusion of epilepsy in life skills education of primary school learners: the perceptions of life skills advisors in Mpumalanga and Limpopo Provinces (South Africa)

Inclusion of epilepsy in life skills education of primary school learners: the perceptions of life skills advisors in Mpumalanga and Limpopo Provinces (South Africa)

A Multicentric study of sleep patterns and electronic media usage in adolescents

Introduction: Adequate healthy sleep is essential for adolescents’ optimal cognitive, and emotional functions and physical health. With media overload and stimuli from electronic gadgets, multitasking and academic stress, students are sleeping for fewer hours, making them one of society's most sleep-deprived age groups. Association of Adolescent and Child Care in India (AACCI) conducts multicentric studies to survey the lifestyles of children and adolescents in India, which include the use of electronic media and sleep patterns. These results are shared with the management, teachers and parents and programs are held for them and the students to make them aware of the importance of improving sleep patterns and proper sleep hygiene and the risks of poor sleep habits. Methods: This paper shows the results of a multicentric college study. This data was collected from participants of AACCI Life Skills Education (LSE) workshops conducted in six different colleges in India during the period 2008 and 2010. A standardized and validated Questionnaire on Life style has been created by AACCI for use in these multicentric surveys The sample comprised 289 college students from six groups – A) and B) 62 First year Junior college from Mumbai (age range 16-18 years; 32 students of high socioeconomic status from an elite college and 30 students from middle socio-economic status), C) 113 First-year medical students from Pune (age range 18-19 years), D) 32 students from Vocational college from Mumbai (age range 19-21 years), E) 40 Final year nursing college From Delhi (age range 19-24) and F) 42 M.Tech Post Graduate (PG) Engineering Hyderabad (age range 20-25 years). Ethical clearance: Ethics approval was obtained from AACCI Institutional ethics committee. Permission and consents: Prior permissions were taken from the college Principals to conduct the workshop, including parental permission for the participants below 18 years of age. Written assent (16-17 years) consent (&gt;18 years) was obtained from the students by including it in the questionnaire form. Statistical analysis: The data has not been analysed statistically, as the sample size at each centre was small and their backgrounds were different. Descriptive comparisons have been made across students’ sleep patterns and electronic usage. Results: Results indicated that students from the younger age group slept longer than those from the older group. Nursing and medical students had less sleep hours due to erratic schedules. PG engineering students had the most regular sleep hours. Regarding electronic devices, PG Engineering students used the computer and internet for &gt;6 hours daily; nurses used the computer internet and mobile the least. Mumbai students watched Television the most while engineering students watched it the least. AACCI conducted workshops for these students to inculcate in them, a healthy lifestyle.

Manajemen Kurikulum dalam Mengembangkan Mutu Pendidikan

The curriculum is one of the indicators to measure the quality of an educational institution, because if the curriculum used is good then the targeted results will be achieved further to produce graduates who are outstanding and have good character. This study aims to analyze curriculum management at Al-Hidayah Cukangkawung Tasikmalaya Islamic High School. Qualitative methods were used in this study with a descriptive analysis approach. Data collection was used by observation techniques, interviews and documentation studies, while data analysis was carried out by means of data condensation, data presentation and conclusions. The results of this study indicate that Al-Hidayah Cukangkawung Islamic High School uses the 2013 curriculum and a typical curriculum which includes life skills education, tadarus and dhuha congregation, literacy, and field work practices (PKL). While the process of curriculum management at Al-Hidayah Islamic High School includes: 1) curriculum planning, initially a curriculum development team was formed and then the planning was divided into two levels, namely school-level curriculum planning and class-level curriculum planning; 2) the implementation of the curriculum, the implementation of the curriculum is under the supervision and responsibility of the school principal who is accompanied by the vice principal in the field of curriculum; and 3) curriculum evaluation, this activity is carried out at the end of the year in the form of an end of school year evaluation meeting.

An analysis of anger expression in participants of a life skill education workshop from a school in Nagpur

Background: Association Adolescent Child Care in India conducts Life Skills workshop (LSE) for children and adolescents across cities. This paper analyses the data of an anger management session in high school children. Objective: To analyse how anger is expressed in high school children and their families. Teaching various aspects of anger and constructive ways to express anger. Materials &amp; Methods: A customized AACCI worksheet was given to 65 participants aged 13-15 years of age attending LSE workshop in Nagpur, India. Participants were asked how they express their anger; giving four choices and explaining what each is -venting, rationalization, withdrawal, and distraction. They were asked to fill in how their parents, siblings and their significant adult in their life express anger. Chi square test of independence was conducted to understand how children’s anger expression is related to familial expression of anger. Results: In this sample, from children’s data, we found distraction 50%, venting 29%, withdrawal 7% and rationalization 14%. In family patterns of expressing anger, venting was most common- mothers (58%) and fathers (40%). Rationalizing was the second most common way of expressing anger - mothers 31% and fathers 35%. Chi square revealed significant relationships at p&lt;0.00001. Conclusion: Parents need to learn constructive ways of anger expression as role models. This study has shown that parental expression of anger influences children’s expression of anger. This sample of mid adolescence (13-15yrs) uses less impulsive and expressive means of expressing anger, those that reduce conflict situations. Limitations:This is a pilot study, hence sample is small. Larger sample is required for further validation. However we have got statistically significant results.

Integrasi Life Skills Education dalam Pembelajaran Sejarah

Education is an effort of knowledge in human nature to have various beneficial skills for the future. One by-type of this education is life skills education. Furthermore, education requires an actualization process through activities such as history learning. History learning is a process of a causal relationship between the past, present, and future to improve students’ soft skills. Thus, the method used in this research is qualitative with an instrumental case study approach at SMA N 1 Boyolali to provide an overview of the integration of life skills education in history learning. Data sources in this article are interviews, questionnaires, observations, and documentation. The data obtained analyze through interactive data analysis with the Nvivo 12 Pro software application in data reduction and display data. The article concludes that the integration of life skills education in history learning can improve students' soft skills consisting of personal, interpersonal, and cognitive skills.

Effectiveness of Life Skills Intervention on Depression, Anxiety and Stress among Children and Adolescents: A Systematic Review.

Children and adolescents are at a significantly high risk of mental health problems during their lifetime, among which are depression and anxiety, which are the most common. Life skills education is one of the intervention programmes designed to improve mental well-being and strengthen their ability to cope with the daily stresses of life. This review aimed to identify and evaluate the effect of life skills intervention on the reduction of depression, anxiety and stress among children and adolescents. Following the Population, Intervention, Comparison and Outcome (PICO) model and the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) 2009 checklist, eight databases (Academic Search Complete, CINAHL, Cochrane, MEDLINE, Psychology and Behavioural Sciences Collection, PubMed, Scopus and Web of Science) were systematically reviewed from 2012 to 2020. The search was limited to English papers only. It included published experimental and quasi-experimental studies addressing the effect of life skills interventions on the reduction of at least one of the following mental health disorders: depression, anxiety and stress among children and adolescents (from the age of 5 years old to 18 years old). We used the Joanna Briggs Institute checklist for experimental and quasi-experimental studies to evaluate the quality of the included studies. This study was registered in PROSPERO [CRD42021256603]. The search identified only 10 studies (three experimental and seven quasi-experimental) from 2,160 articles. The number of the participants was 6,714 aged between 10 years old and 19 years old. Three studies in this review focused on depression and anxiety, whereas one study investigated depression and the other anxiety. Three studies targeted only stress and two examined the three outcomes, namely, depression, anxiety and stress. Almost in all studies, the life skills intervention positively impacted mental disorders, considering the differences among males and females. The overall methodological quality of the findings was deemed to be moderate to high. Our results clearly indicated the advantages of life skills programmes among adolescents in different settings and contexts. Nonetheless, the results highlight some important policy implications by emphasising the crucial roles of developers and policymakers in the implementation of appropriate modules and activities. Further research examining life skills intervention with a cultural, gender perspective, age-appropriate and long-term effect is recommended.

Manajemen Kurikulum Pendidikan Islam berbasis Life Skills di Sekolah Luar Biasa (SLB) Aneuk Nanggroe Kota Lhokseumawe

Islamic Education Curriculum Management based on Life Skills at the Aneuk Nanggroe Special School (SLB) in Lhokseumawe City. This study aims to describe life skills-based Islamic education curriculum management, starting from planning, organizing, implementing, and evaluating. The research approach is descriptive qualitative. The research location, Aneuk Nanggroe Special School (SLB), Lhokseumawe City. Data collection was carried out using field observation techniques, interviews, and documentation. Model data analysis techniques developed by Miles et al, namely data collection, data reduction, data presentation and drawing conclusions. The results showed that: Life Skills-based Islamic education curriculum planning at the Aneuk Nanggroe Special School (SLB) in Lhokseumawe City by formulating the vision, mission and goals of the school. Through the results of the Identification Assessment for Children with Special Needs (ABK), Islamic education programs are adjusted to the abilities of ABK children in each disability, preparing lesson plans and individual mentoring programs. (2). Organizing is done by compiling an organizational structure, forming an Assessment Team, allocating time for religious learning (3). The implementation of the Islamic education curriculum at Aneuk Nanggroe State SLB is carried out through morning habituation activities, religious programs every Friday, life skills education is carried out according to the abilities of ABK students who have been programmed in special programs (4) Evaluation of the Implementation of Life Skills-based Islamic education curriculum management for children with special needs is carried out on a macro and micro basis by stakeholders, school principals and the school supervision team