Social-Emotional Learning in Educational Settings
Summary
Social-Emotional Learning (SEL) encompasses the processes through which children and young people acquire and apply the knowledge, attitudes and skills necessary to understand and manage emotions, establish positive relationships, make responsible decisions and navigate social challenges. In educational settings, SEL is delivered through explicit curricula, integrated classroom practices and whole-school strategies that foster a supportive climate. Evidence indicates that systematic SEL provision promotes students’ emotional well-being, prosocial behaviour and engagement, while also contributing to improved academic outcomes, reduced behavioural problems and enhanced teacher–student relationships. Internationally, SEL frameworks have been adapted to diverse cultural contexts, emphasising the importance of equity, inclusion and culturally responsive pedagogy. The field continues to evolve through innovations in implementation science, technological support for remote delivery and collaborations between educators, families and community partners.
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Social-Emotional Learning in Educational Settings publication trend
The graph below shows the total number of articles in social-emotional learning in educational settings across all publications each year (not limited to Nature Index journals).
Technical terms
Social-Emotional Learning (SEL): A structured approach to teaching self-awareness, self-management, social awareness, relationship skills and responsible decision-making.
Whole-School Approach: An intervention model that aligns curriculum, school climate, family and community engagement to support social-emotional development.
Evidence and Gap Map: A systematic charting of existing research to identify areas with substantial evidence and critical gaps requiring further study.
Prosocial Behaviour: Voluntary actions intended to benefit others, such as helping, sharing and cooperating.
Internalising and Externalising Problems: Categories of emotional or behavioural difficulties; internalising refers to inward-directed issues (e.g. anxiety, depression) and externalising to outward-directed behaviours (e.g. aggression, defiance).
References
- UPDATED PROTOCOL: Universal school‐based programmes for improving social and emotional outcomes in children aged 3–11 years: An evidence and gap map. Campbell Systematic Reviews (2023).
- The effectiveness of a school-based, universal mental health programme in six European countries. Frontiers in Psychology (2022).
- Adolescents' Resilience During COVID-19 Pandemic and Its Mediating Role in the Association Between SEL Skills and Mental Health. Frontiers in Psychology (2022).
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