Redefining learning through social-emotional learning: A review

Deepa K. Damodaran; Rishika Hari Thayyullathil; Mimi Tom; Revathi K. Sivadas

doi:10.53730/ijhs.v6nS3.6250

Authors

Deepa K. Damodaran
jazminetiger1@gmail.com
Assoc. Professor, Dept. of Psychology, JAIN (Deemed-to-be University), Kochi, Kerala
Rishika Hari Thayyullathil Dept. of Psychology, JAIN (Deemed-to-be University), Kochi, Kerala
Mimi Tom Dept. of Psychology, JAIN (Deemed-to-be University), Kochi, Kerala
Revathi K. Sivadas Asst. Professor, Dept. of Economics, JAIN (Deemed-to-be University), Kochi, Kerala

Keywords:

social-emotional learning, students, SEL, learning, education system, social-emotional development

Abstract

The present review aims to explore the role of social-emotional learning (SEL) in the education system by highlighting the competencies and skills that are required to augment emotional intelligence and social interaction and, appraising the role of teachers, learning contexts, and family. It draws attention to the core characteristics and the ingredients for the success of SEL programs and, yardsticks for comparison and selection of various frameworks. It discusses the potential limitations in the program implementation and, offers some general considerations relevant to various stakeholders to improve the program effectiveness in educational settings. Under a narrative general review approach, empirical articles, task force reports, and conceptual papers were explored to develop insights into how infusing SEL into the education system help students to learn competencies and skills they need to develop to manage their behaviours and emotions, build connections, and foster resilience. The review reveals that at its core, SEL instills the caliber to understand and deal with one’s own emotions and interactions with others and assists to be successful in the learning setting, in relationships, and as members of society.

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