Fostering Emotional Intelligence and Social Competence: A Comprehensive Review of Social-Emotional Learning (SEL) in Education

Watchara  Khongsankham; Yuttasard  Pianthaisong,; Ruangnaawin  Meedindam; Busara Niyomves; Pornchai  Jedaman

doi:10.60027/jelr.2024.764

Authors

Watchara Khongsankham Waeng Yai Wittayakhom School, Secondary Educational Service Area Office, Khon Kaen, Thailand https://orcid.org/0009-0004-8833-2401
Yuttasard Pianthaisong, Waeng Yai Wittayakhom School, Secondary Educational Service Area Office, Khon Kaen, Thailand https://orcid.org/0009-0009-6752-6860
Ruangnaawin Meedindam Waeng Yai Wittayakhom School, Secondary Educational Service Area Office, Khon Kaen, Thailand https://orcid.org/0009-0007-8579-5656
Busara Niyomves มหาวิทยาลัยรามคำแหง https://orcid.org/0000-0002-3434-9310
Pornchai Jedaman Rajabhat Mahasarakham University, Thailand. https://orcid.org/0000-0002-8559-6880

DOI:

https://doi.org/10.60027/jelr.2024.764

Keywords:

Fostering, , Emotional Intelligence and Social Competence, , Social-Emotional Learning (SEL), , Education

Abstract

Background and Aims: Social-emotional learning (SEL) is important in education because it provides students with the necessary skills for managing emotions, developing relationships, and making responsible decisions. By developing these skills, SEL improves students' academic performance, emotional well-being, and social competence, resulting in a more supportive and effective learning environment. The purpose of this paper is to look into how Social-Emotional Learning (SEL) in education promotes emotional intelligence and social competence.

Methodology: This paper is based on peer-reviewed journal articles, academic books, and reports from organizations such as CASEL. It contains a wide range of research studies and policy briefs that provide a thorough overview of SEL interventions and outcomes.

Results: the finding found that Social-Emotional Learning (SEL) is critical to students' academic, emotional, and social development. This review focuses on SEL's core competencies and their effectiveness in improving performance, behavior, and long-term outcomes. However, challenges such as limited resources, teacher preparedness, and measuring outcomes impede widespread SEL implementation. Innovations in digital tools and personalized learning, combined with supportive policies, can help to overcome these barriers and increase the impact of SEL.

Conclusion: The findings emphasize the importance of social-emotional learning (SEL) in students' overall development and success. Addressing challenges and leveraging innovations in SEL can significantly increase its effectiveness and reach in education.

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