Social Emotional Learning in ELT: Opportunities and Challenges

21st century education demands a renewal of the learning paradigm that is not only oriented towards academic achievement, but also emphasizes the importance of strengthening the social and emotional aspects of students. The reality of Islamic education in Indonesia shows the gap between the idealism of Islamic values and learning practices that are still often rigid and normative, so that the integration of Social Emotional Learning (SEL) is urgent to bridge the intellectual, emotional, and spiritual dimensions of students. This study aims to: (1) analyze the role of Islamic Education teachers in integrating Islamic values into the SEAL framework; (2) identify the learning strategies used by teachers to foster students' social and emotional intelligence; and (3) formulate recommendations to strengthen the role of Islamic Education teachers in the development of Islamic values-based SEL. This study uses a qualitative approach with the type of library research, reviewing 45 scientific articles published in the range of 2018-2025 from the Google Scholar, Scopus, ERIC, and ProQuest databases. Content analysis was carried out with a coding scheme based on five SEL competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) which was integrated with Islamic values. Units of analysis are paragraphs and conceptual statements, with validation through triangulation of sources. The results of the study show that Islamic Education teachers play a strategic role not only as teachers, but also as moral and emotional role models who instill empathy, discipline, and spiritual responsibility in students. The dominant patterns of learning strategies include: exemplary (uswah hasanah) as the main strategy (78% of literature), creative methods such as storytelling (65%), class management based on Islamic values (54%), and the use of interactive media (43%). The findings also revealed that the integration of worship practices (congregational prayer, fasting, zakat) significantly strengthened students' social-emotional competence. The integration of SEL with Islamic values strengthens the holistic dimension of education which includes cognitive, affective, and spiritual aspects. To optimize the role of teachers, systemic support is needed in the form of ongoing professional training, clinical supervision, pro-integration school policies, and collaboration with families and communities.

Social emotional learning (SEL) fosters students’ emotional intelligence and social skills, and research supports the relationships between SEL and academic outcomes. Despite schools implementing SEL as required by state policies, the manner of presentation is critiqued for its relevance to students’ cultural complexities. This qualitative study examined the nuances of SEL implementation and its relevance for minoritized students in a sample of SEL school leaders. Among the themes identified were: challenges related to integrating SEL as Tier 1 interventions; shortcomings in assessing student needs and SEL outcomes; buy-in and capacity challenges with teacher interventionists; and the larger context of implementing SEL amid communities’ mixed political views about SEL and equity/inclusion efforts. Implications for using SEL to improve diverse students’ academic outcomes and well-being are discussed.

The aim of this study is to examine the effect of social emotional learning and emotional intelligence (EI) on self-esteem in students. The study was conducted with a sample group of 236 voluntary participants from university students. The data were collected with the Social Emotional Learning Scale (SELS), Rosenberg Self-Esteem Scale (RSE) and Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF). Mean, standard deviation, minimum-maximum-median, Mann-Whitney U, Spearman correlation analysis and linear regression analysis were used to analyze the data. According to the results obtained, students' social emotional learning, emotional intelligence and self-esteem differ according to age variable. In all three measures, the scores of students aged 21 and over were significantly higher than those of students aged 20 and under. In addition, a moderate relationship was found between social emotional learning and self-esteem, and between social emotional learning and emotional intelligence. There is a strong relationship between self-esteem and emotional intelligence. The model established in the study explains approximately 51% of students' self-esteem. Although age and social emotional learning were found to be a factor affecting self-esteem in univariate analysis, they lost their significance in multivariate analysis. However, emotional intelligence continues to maintain its effect.

In recent global practice, innovations in language teaching / learning go hand in hand not only with the use of Artificial Intelligence (AI), but also with the development of Emotional Intelligence (EI), with an emphasis on the integration of Social Emotional Learning (SEL) into the language teaching/learning process, and a shift from a four-skill model of language skills (listening, reading, speaking, and writing) to a four-communication mode model (reception, production, interaction, and mediation) (Council of Europe, 2020). SEL encompasses five broad and interconnected domains of competences: self-knowledge, self-management, social awareness, relationship skills and responsible decision-making, which can be learned in a variety of subject areas, with students of different ages and in different cultural contexts (Durlak et al., 2024). Various methodologies can be used for developing SEL competences, for example the innovative and increasingly popular teaching method – mediation, which the CEFR defines as the ability to help people understand each other, a complex text, an idea, or a cultural aspect when they cannot communicate or understand for various reasons. In order to investigate how mediation strategies in the English language classes can facilitate socially and emotionally enhanced language learning, the present research focuses primarily on the concept of SEL and the analysis of previous research on the enhancement of SEL competences in the educational settings, presenting a large-scale study of emotional intelligence among the Lithuanian youth. The introductory part also introduces the concept of mediation, the main mediation activities and strategies, and their potential application in language teaching / learning. In order to analyse the attitudes of students (N = 58) of Vytautas Magnus University Institute of Foreign Languages (VMU UKI) towards the use of mediation as a new method in the English language classroom and to improve their mediation and SEL competences, a study was conducted. The sample consisted of 58 students, 20 of whom were studying General English at B1 level and 38 of whom were studying Academic English at C1/C2 level according to CEFR. This study also presents a self-assessment analysis of the English language learners to assess their improvement in mediation and SEL competences. A quantitative research methodology and short semi-structured interviews were conducted to explore the needs, experiences and improved competences of the research participants. The results showed a positive correlation between the use of mediation strategies in the English language classes and the learners’ improved mediation and SEL competences. Based on the insights gained from the study, the paper provides practical recommendations for the use of mediation strategies in the English language classes and the development of learners’ socio-emotional competences.

Purpose : This study explored how adventure education (AE) can promote social emotional learning (SEL) outcomes in middle school physical education. Method : One hundred forty-four middle school students participated in a 5-day AE unit targeting SEL competencies: social awareness, self-management, and relationship skills. Data were collected via formative and summative assessments, student reflections, and classroom observations then analyzed using collaborative thematic analysis. Results : Findings were categorized by SEL competencies based on the Collaborative for Academic, Social, and Emotional Learning framework. Students demonstrated growth in social awareness, self-management, and relationship skills. Subcompetencies included empathy, respect, impulse control, social engagement, and teamwork. Students often connected AE experiences to broader life contexts. Discussion/Conclusion : The study supports that SEL can be intentionally taught and assessed in physical education. When integrated with AE, SEL fosters meaningful learning and student engagement. Embedding SEL across instructional models may support holistic, long-term development in physical education.

Background Over the past few years, there has been extensive discussion and research on social-emotional learning (SEL) in formal educational settings. However, there is limited research on SEL in informal learning contexts, including online sites such as gaming affinity spaces. Aim This qualitative study aimed to investigate the social-emotional competencies demonstrated by players in a Reddit discussion board focused on Elden Ring, a video game known for its challenging difficulty. Methods The study utilized theoretical qualitative thematic analysis on a focal thread at r/Eldenring. The thread had been upvoted over 18,000 times, included 2,363 comments encompassing 116,911 words, and had 997,765 readers when we extracted it for data analysis. Inductive codes were identified and grouped under preconceived themes based on the conceptual framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), which comprises five components: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Findings The analysis revealed promising social-emotional competencies demonstrated by players across all five components of the CASEL framework. Players exhibited self-awareness by reflecting on their emotions and self-management by regulating their frustration and persevering through challenges. Social awareness was displayed by showing empathy and encouragement towards others, relationship skills by offering support and advice to fellow players, and responsible decision-making by analyzing situations, solving problems, and reflecting on gameplay experiences. Conclusion This study highlights the potential for informal SEL in gaming affinity spaces, as evidenced by players exhibiting social-emotional competencies during a Reddit discussion thread on Elden Ring. Future research should examine, among other aspects, the learning processes that facilitate the acquisition of social-emotional competencies in gaming affinity spaces and other informal learning environments, both online and offline. Additionally, special attention should be paid to the unique features of online platforms (like Reddit’s upvoting/downvoting) and their influence on users’ interactions and SEL.

NEP 2020 emphasizes Social and Emotional Learning (SEL) is important to develop holistic student development, creating compassionate and rational citizens. This paper is a qualitative research review article with objective-wise content analysis that reflects to develop social-emotional skills in the students at Higher Educational Institutes with the objectives to integrate and implement through specific activities, strategies and techniques in the curriculum, it also focuses on reflective practices to explore and elaborate with the practical hands-on learning application and examples to develop higher order thinking, reasoning, critical thinking, positive attitude, problem with divergent resolutions and foster a supporting learning environment in the students life that “Problem is not with the problem rather problem is with the perception of the problem in the life ”-How an individual perceives the problem in the life?(minor or major) his thinking ability for the problem resolves the complications that include mindfulness-based training to enhance problem solving ability in life with these five-core social-emotional learning (SEL) domains like self-awareness, self-management, social awareness, relationship skills, and responsible decision-making with the challenges in implementing at the higher educational institutes to develop social emotional skills and outcomes of social emotional learning in the students at higher educational institutes. NEP 2020 policy integrates SEL to the teachers with professional development and training to incorporate SEL into their classrooms to their students, manage their own emotions, and develop SEL skills in the students to enhance academic performance, improve their own well-being, and equip them to withstand for life's challenges.

Adventure-based Learning (ABL) is a sequence of highly structured physical activities and periods of reflection (i.e., debriefs) with the aim to promote personal and social development (Cosgriff, 2000). ABL has been used as a synonym in describing Adventure Education or adventure programming conducted within physical education (PE) programmes (Dyson & Sutherland, 2014). ABL has been shown to have a positive effect on intrapersonal and interpersonal relationship skills (IIRS) amongst students, such as enhanced leadership skills, patience, and working with others (Passarelli, Hall, & Anderson, 2010; Quezada & Christopherson, 2005). Adventure youth camps have also shown positive results in regard to promoting IIRS (e.g., improving self-esteem and friendship) among adolescent populations (Thurber, Scanlin, Scheuler, & Henderson, 2007). Within PE settings ABL has the potential to help students develop IIRS (Cosgriff, 2000; Dyson, 1995; Sutherland & Stuhr, 2014), yet our knowledge regarding student outcomes from ABL within structured PE is limited, reflecting a paucity of research in this area. This qualitative case study aimed to narrow this research gap through an investigation of middle school students' perceptions of their IIRS while involved in a 15-lesson ABL unit of instruction during PE. Conceptual framework The social emotional learning (SEL) literature was used to help frame this study and as a means to connect the importance of using ABL to promote IIRS. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL is the ability to problem solve, make responsible decisions, manage one's emotions, and build positive relationships with others (Collaborative for Academic, Social, and Emotional Learning, 2013). The study of SEL has risen since the 1990s and as such, many researchers believe SEL should be an integral part of the educational experience provided to our youth (Hoffman, 2009). The primary reason to teach and promote inclusion of SEL experiences within school is to help students acquire social skills (Cohen, 2006). SEL also plays a role in student academic success (Elias, Zins, Graczyk, & Weissberg, 2003). Specifically, CASEL has successfully examined and found advantages of using evidence-based SEL programmes to promote academic success within schools (CASEL, 2013). SEL instruction has also had positive effects on health, citizenship, IIRS, and improved happiness (Zins & Elias, 2006). Why use SEL to frame a study in ABL? There are similarities between the use of an ABL curriculum and SEL instruction that provide sound rationale for using the latter to frame this study. Studying ABL outcomes through the lens of SEL is supported by commonalities between these two types of programming. For example, the philosophical foundation of ABL is predicated on students learning how to develop community, cooperation, trust, and problem solving abilities (Frank, 2013), a commonality shared, and proven to be enhanced through SEL instruction (Zins & Elias, 2006). ABL and SEL specifically focus attention on the affective domain of learning and student learning outcomes associated with IIRS. Theoretically, both types of programming are designed to create community within the classroom and provide students with opportunities to work through issues of conflict (Cohen, 2006; Frank, 2013). ABL and SEL place high importance on providing students with the opportunity to talk and reflect on social-emotional experiences (Cohen, 2006; Stuhr & Sutherland, 2013; Zins & Elias, 2006). Other characteristics seen in ABL and SEL include the focus on creating emotionally safe, caring, and inclusive classroom environments in order to create ideal learning conditions for students (Cohen, 2006; Stuhr, Sutherland, Ressler, & Ortiz-Stuhr, in press). Thus, ABL can be seen as a type of SEL programme that focuses on promoting social and emotional competencies. …

Purpose. The aim of this study is to introduce social-emotional learning competencies by analyzing Anne Frank’s diaries. Social-emotional learning (SEL) is based on emotional literacy. Anne Frank, who was murdered in the Holocaust, wrote a total of 189 diaries between June 12, 1942, and August 1, 1944. In her diaries, written with maturity unexpected for her age, Frank effectively analyzed and expressed her own feelings, behaviors, the feelings and behaviors of the people around her, and the events that took place during World War II. In this qualitative study based on document analysis, Anne Frank’s diaries were meticulously analyzed by nine experts and evaluated according to social emotional learning skills. Social-emotional learning, is based primarily on emotional literacy. Methodology. This study was analyzed with the document analysis technique, one of the qualitative research methods. Results. The analysis shows that Anne Frank’s diaries reflect one or more of the following SEL skills: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Conclusions. Anne Frank’s diaries represent strong emotional literacy skills. Each diary was evaluated in the skill category in which it was most frequently included. There is a need for further studies to examine the Anne Frank Diary of a Young Girl in terms of other psycho-educational studies such as assertiveness, self-esteem and feminist skills.

Social emotional learning is a overall human development and it provides a platform for quality of learning. Emotional intelligence is most important topic in the research it emphasizes the individual emotions in all places. This paper reveals that the role of social emotional learning on emotional intelligence of IX standard student’s. The subjects of the research are 45 students’ from secondary schools in Puducherry region. Normative survey method was adopted for the investigation. The sample was taken by employing stratified random sampling technique. Social- emotional learning scale constructed and validated by the investigator and emotional intelligence scale constructed and standardized by Anukool Hyde, Sanjyot Pethe and Upinder Dhar. for collecting the data. The data were analyzed by using descriptive analysis, differential analysis and correlational analysis techniques. The major findings was that the level of social emotional learning and emotional intelligence of IX standard students’ is average and there is a significant difference between social emotional learning of IX standard students’ with regard to Gender, Locality, Type of school and there is a significant difference between emotional intelligence of IX standard students’ with regard to Locality, Type of school , there is no significant difference between emotional intelligence of IX standard students ‘Gender.

Generation Z was born and grew up in the digital era, this generation is expert in using smartphones, social media and the internet. Without proper supervision, this generation will face various negative impacts including mental disorders, technology addiction, cyberbullying, stress and unhealthy lifestyles. With the phenomena experienced by our generation today, it is a challenge as a teacher to minimize the negative impacts. One of the efforts is through the application of Social Emotional Learning. Through this PSE, it is hoped that students will feel safe and comfortable in learning. This research aims to find out the extent to which teachers have implemented Social Emotional Learning with their students and the importance of teachers implementing Social Emotional Learning. Through qualitative research, data was obtained by conducting interviews and document studies. The research results show that teachers can apply Social Emotional Learning both explicitly such as co-curricular and extra-curricular activities and integrated into teachers' teaching practices. Social awareness and relationship skills can be developed through group learning activities and discussions, students will learn how to respect and appreciate the opinions of their friends, growing concern between friends by experiencing what their friends are experiencing. The teacher conveys steps for effective communication in groups to solve problems without conflict, by applying the I-massage technique, which focuses on the feelings of conveying the message, not the thoughts or characteristics of the person speaking. PSE is a learning process related to self-awareness, self-management and social awareness. By implementing PSE, students will have empathy for other people and be able to interact and communicate effectively.

Low poetry comprehension and limited emotional engagement among elementary students remain persistent challenges in Indonesian language instruction. This classroom action research aimed to improve students' poetry comprehension and social-emotional skills through the integration of Social Emotional Learning (SEL) elements within the Problem Based Learning (PBL) model. The study was conducted in two cycles involving 24 fourth-grade students at SDN Pengkol 01, Sukoharjo. The research applied the Kemmis and McTaggart spiral model, which includes the stages of planning, acting, observing, and reflecting. Data were collected through observation sheets and written tests and analyzed using percentage techniques for completeness criteria. The results from the pre-cycle showed that only 8 students (37.88%) achieved the minimum score of 70. In cycle I, the average score increased to 70.16 with 13 students (59.02%) achieving completeness. However, the criteria for classical completeness (70%) had not yet been fulfilled. In cycle II, after improvements in learning strategies and the reinforcement of SEL components—such as self-awareness, social awareness, and relationship skills—students' performance significantly improved. The class average reached 95.75 with 22 students (94%) achieving completeness. The study concludes that integrating SEL into PBL in poetry learning not only enhances cognitive outcomes but also fosters students' emotional intelligence and interpersonal skills. This approach contributes to more meaningful and holistic learning in the Indonesian language curriculum. The success indicators being met in both cognitive and affective domains confirm the effectiveness of this integrated model for primary school poetry instruction.

ObjectivesPreschool competency in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making has been shown to affect short- and long-term social, emotional, and academic development. Known collectively as social emotional learning (SEL), these skills have begun to be paired with mindfulness-based programs (MBPs) in school settings. OpenMind (OM) is a newly developed mindfulness-based SEL program for preschool children. The aim of the present study was to evaluate the feasibility and acceptability of the OM program translated, culturally contextualized, and implemented as the OpenMind-Korea (OM-K) program in Korean preschools.MethodEleven teachers in three preschools in Korea were taught the basic philosophy, principles, and nine activities in the OM-K program. The teachers implemented the OM-K program, together with the Nuri Curriculum that is mandated in all Korean preschools, with 170 3- to 5-year-old children. Following implementation for a school year, 10 of the 11 teachers completed 34-item feasibility and 8-item acceptability questionnaires. In addition, they were individually interviewed on their views regarding the OM-K program.ResultsBy the end of the year, each teacher was able to implement three or four activities of the OM-K program on a daily basis and the remaining activities as much as possible. The teachers were able to modify the activities to suit the children’s needs and as afforded by the space available in each classroom. Overall the teachers reported that it was feasible to implement the OM-K program and that the program was acceptable to them. In addition, all teachers reported that they would recommend the program to other teachers.ConclusionsThe OM-K program teachers in three Korean preschools rated the program as feasible and acceptable. However, there was some variation in the degree of feasibility and acceptability ratings across teachers within and between the three preschools. All teachers uniformly reported that they would recommend the program to other teachers because of its positive effects on both the teacher and their children. Program strengths and limitations are discussed and directions for future research are offered.

The model of the HyFlex Learning Ecosystem is with social emotional learning to enhance digital emotional intelligence. The concept is based on the integration of digital learning ecosystems. HyFlex Learning and social emotional learning this research has the objective (1) To study and synthesize the conceptual framework of The HyFlex Learning Ecosystem with Social-Emotional Learning to Enhance Digital Emotional Intelligence. (2) To develop model of The HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence. (3) To study the suitability of The HyFlex Learning Ecosystem with Social Emotional Learning. Research hypothesis: The suitability of the model of The HyFlex Learning Ecosystem with Social Emotional Learning is at a very high level. The participants in this research include seven experts from various institutions, all of whom are specialized in the design and development of instruction models and instruction systems. The results, which are in consistence with the expectation of the researchers, show that (1) This research can serve as a guideline for developing a flexible integrated learning ecosystem that can enhance digital emotional intelligence, consisting of a 6-step social emotional learning process, integrated with the digital learning ecosystem and HyFlex Learning. (2) the overall suitability of the development to the model of the HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence (Overall composition) It is at a very high level (Mean = 4.98, S.D. = 0.06, IR = 0.00, Q.D. = 0.00), and (3) Overall, In conclusion, The results of the evaluation certify the suitability of using the model of HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence is suitable for actual use at a very high level (Mean = 4.79, S.D. = 0.57, IQR = 0.00, Q.D. = 0.00).

Social emotional well-being has a direct effect on school performance. Students who engage in prosocial peer interactions and feel a connectedness to school are more likely to experience growth in their social emotional competence and academic performance. Often, students who live in high stress environments come to school with inadequate skills in this area, affecting their ability to self-regulate, attend, and interact with others. However, these skills can be directly taught to students and improved through regular instruction and practice. Mindfulness practices serve as a gateway skill for developing social emotional well-being and are becoming more commonly used in the school setting. Using the perspectives of elementary teachers in Pennsylvania who have attended professional development and thus implemented mindfulness practices into their classrooms, an instrumental case study was conducted. The study explored how teachers describe the effects of mindfulness practices on their students' social emotional well-being, classroom climate, and overall academic performance. Nine elementary teachers in public schools in Pennsylvania participated in the study, which included a semi-structured interview and completion of a participant journal. All teachers had participated in at least eight hours of district-provided professional development series and had implemented mindfulness practices into their classrooms at least three times per week. The interviews were analyzed to gain insight into the participants' perspectives of their professional development, their personal and professional experiences with mindfulness practices, and the perceived effects of mindfulness practices on the students in their classrooms. Four thematic findings emerged: (a) opportunities for professional development, (b) personal mindfulness practices of teachers, (c) social emotional learning and mindfulness practices in the classroom, and (d) the effects of mindfulness practices on students in the classroom setting. From the findings, four results were drawn regarding the implications of implementing mindfulness in school settings. First, teachers expressed the need and desire for ongoing, supported professional development. Secondly, the teacher serves as a model in the classroom, establishing an environment in which desired, prosocial behaviors and social emotional competence are modeled for students. Thirdly, the data analysis showed that the implementation of mindfulness practices can serve as a means to develop social emotional competence in students. Finally, the analysis of participant responses indicated that mindfulness practices had a positive effect on student learning and classroom interactions. The study concluded and recommended implementing mindfulness practices into school settings with potential benefits for administrators and teachers as well as students. This recommendation begins with recognizing the importance of social emotional learning for students and supporting both pre-service and practicing teachers in the development of their own social emotional well-being. Given the impact of social emotional learning on all facets of education, administrators and educational leaders should advocate for support and funding for programs that would support social emotional development in school settings. Recommendations for future research include expanding the study to additional sites or extended years of implementation, an in-depth examination of professional development opportunities and structure, consideration of the educational leader's role in encouraging social emotional learning and self-care for educators, analysis of mindfulness programs implemented with fidelity, and the addition of student and family perceptions of mindfulness practices into the current research base. Keywords: social emotional learning, mindfulness practices, prosocial classroom, emotional intelligence, professional development