Exploring the Role of Socio-Emotional Learning in Promoting Academic Achievement and Student Well-Being

Abstract

Socio-Emotional Learning (SEL) has gained global recognition as a framework for improving academic achievement and holistic student development. This study examines the relationship between SEL implementation and academic outcomes and student welfare. Using a mixed-methods approach, we collected data from 300 high school students and conducted semi-structured interviews with 15 educators. Results showed a positive correlation between SEL competencies and academic performance, along with significant improvements in emotional regulation, motivation, and school connectedness. These findings underscore the importance of integrating SEL into school curriculum to encourage optimal student development.